PROGRAMME  OF  PROMOTIONS. 


TENTH 

GRADE 

A  veriiffe,  85 ; 

Minimum,  70. 

« 

t« 

u 

o 

y 

Z 

r~         O         -- 

■J2 

< 

S 

2   2?. 

s 

J 

S    J    r 

:3 

u 

>sJ 

i  1  3 

» 

> 

Bi       (K       ? 

» 

% 

< 

*  Includes  Music,   Oral    and 
Elementary  Sounds. 


NINTH   GRADE.  '  EIGHTH  GRADE. 

Average,  85 ;  Minimum,  70.  Average,  80 ;  Minimum,  60. 


«   s 


ij    e;    5    '■«    2    3 

^     ^     iz;     S     g     <( 


*  Both  Oral  and  Written. 

f  Includes  Oral,  Punctuation 
Marks  and  Elementary  Sounds. 


;?;  g  z 

hH  J  I— I 

o  2  ^ 

a  «  « 


rr' 

P5 

es 

<! 

« 

S 

g 
P 

<1 
1-2 

>5 

02 

*  Includes  Tables  and  Com- 
binations, both  Oral  and  Written. 

f  Reading  and  writing  Arabic 
and  Roman  numbers,  and  Addi- 
tion and  Subtraction  to  limit  of 

rade. 

X  Oral,  Punctuation  Marks, 
Capitals,  and  Elementary  Sounds 


SEVENTH  GRADE. 

Averayc,  80;  Minimum.  60. 


^    ^ 


SIXTH  GRADE. 

Average,  80:  Minimum,  00. 


..•    :;    .-•    vj    s: 

s  s  s  § :", 
s  :3  H  g  g 


a 


J   i^   ^ 


i   £   S 


!?;   t«   S   *   <i 


*  50  words  from  Speller  and 
Reader — 25  each. 

**  Tables  and  Combinations, 
Oral  and  Written ;  also,  Mental 
Arithmetic. — answers  only. 

t  To  limit  of  Grade.  See  8th 
Grade. 

X  Includes  Oral,  Punctuation 
Capitals,  Abbreviations  and 
Elementary  Sounds. 


g  5  z  3  ^  J  ,--• 

p"  !i  =^  £  ^  B  '■" 

"^  a  P  fi  <i  IK  2:' 

a  ^  n  D  ^  HI  -.' 

PS  ^  '?  K  OQ  S  S 


Same  as  Tth  (ri'ad<'. 
*  Tables  and  Cnmbinations 
Oral  and  Written;  .Mi-ntal  Arith 
metic — answers  mainly — analy 
sis  begun. 

t     See  7tli  and  8th  Grades. 
t    Same  as  Tth  CJrade. 


FIFTH  GRADE. 

.  I  verage,  75  ;  Minimum,  50. 


■  "        so 


■<C  z 


5  S 

si  m 


z  ^  z  ^  **"  ^ 

S  3  g  ^  H  g 

^  ?  3  a  S 

^  --  ti-  «  ii. 


S  a 


1-3    h-    PC 

:3  D  > 

o  S  -< 


*   30 to35wordsfrom  Speller — 
20  to  15  from  other  text  books. 

**  5  questions  requiring  an- 
swers only;  5  difficult  combina- 
tions; 5  for  analysis — answers 
\4,.  and  analysis  y^ — last  5  equal- 
ing other  10  questions. 
\  f  Without  Rules  or  Explana- 
tion. 

;  X  Includes  Punctuation,  Capi- 
jtals,  Abbreviations  and  Phonic 
Analysis. 


FOURTH  GRADE. 

Average,  75;  Minimum,  50. 


S  z  -^  K  <1  -^  J 


2  r  ^  F  ^  5 


z  s  z 

3  ^ 

<  3 

a  Eh 


c  S  o  S  <i 


*  30  to  35  words  from  Speller, 
20  to  15  from  other  text  books. 

f  10  questions  for  answers 
only;  5  for  analysis;  last  5  to 
equal  other  10. 

X  Includes  Punctuation,  Capi- 
tals, Abbreviations  and  Phonic 
Analysis.  ^ 


THIRD   GRADE. 

Average,  70 ;  Minimum,  50. 


5     V 


-•  '-  -z    -.  ^'  ^  <■  ^  ■^ 

PsS?SP;:cSoS<< 


Same  as  ith  Grade. 


SECOND  GRADE. 

Average,  70;  Minimum,  50. 


^  S  2  5  s 


^  -« >* 


a 


PS  P 


w  o 


&  S 


o  a  s  s  <i 


*    Same  as  4th  Grade. 

f  Includes  Oral,  Punctuation, 
Capitals,  Abbreviations  and 
Phonic  Analysis. 


/  /  /  /  ^  ^  -^ 


/ C.'  ^<^^t^<?^«<_ 


(       I  i^  c  cc  r   ^ 


/^-^,  /(  Yf 


GRADED 


COURSE  OF  INSTRUCTION 


^ul)Iic  ^c|)ooIs  ot  ®l)icago» 


THIRD  EDITION  — REVISED. 


ADOPTED  Br  THE  BOARD  OF  EDUCATION,  MAT  i,  1S69. 


CHICAGO: 
PRESS  OF  CHURCH,  GOODMAN  AND  DONNELLEY, 


DEACCESSIONED  BY 

GBICAGO  HISTORICAL  SOClEiy. 

PRINTED  COLLECTIONS 


C4-C 


PREFACE 


The  Graded  Course  of  Instruction  originally  prepared  by 
"W.  H.  Wells,  Esq.,  for  eight  years  Superintendent  of  Schools 
of  this  city,  has  been  twice  modified,  and  yet  in  substance  it 
is  but  little  changed. 

The  work  of  revision  has  been  carefully  prosecuted  during 
the  past  year.  The  experience  of  teachers  has  suggested 
modifications.  The  aid  of  teachers,  in  all  parts  of  the  revision, 
bars  been  most  cheerfully  given,  and  it  is  most  thankfully 
acknowledged. 

To  the  Principals  of  all  our  schools  much  credit  is  due  for 
timely  suggestions  and  for  valuable  aid. 

It  is  presented  to  the  teachers  for  their  guidance,  in  the 
belief  that  it  is  yet  imperfect,  but  with  the  hope  that  in  their 
hands  its  errors  may  be  so  corrected  as  to  make  it  subserve 
the  good  of  the  schools  and  the  advancement  of  sound  learn- 
ing. 

In  the  Appendix  will  be  found  a  list  of  the  Text-Books  used, 
and  the  portions  of  each  allotted  to  each  grade. 

J.  L.  PICKARD, 

SuPEPaXTEXDEXT  ScHOOLS. 

Chicago,  May,  1869. 


Digitized  by  tlie  Internet  Arcliive 

in  2010  witli  funding  from 

CARL!:  Consortium  of  Academic  and  Research  Libraries  in  Illinois 


http://www.archive.org/details/gradedcourseofinOOchic 


INTRODUCTION. 


WHAT   CONSTITUTES   AN   EDUCATION. 

The  opinions  that  prevail  as  to  the  nature  of  a  good  edu- 
cation are  as  various  as  are  the  estimates  put  upon  human 
life  and  destiny.  The  extremes  are  found  in  the  intensely 
animal  man,  who  makes  his  study  bear  upon  the  sources  of 
animal  gratification,  and  who  seeks  to  obtain  skill  in  securing 
the  means  of  gratification  —  and  in  the  intensely  spiritual  man, 
who  passes  the  life  of  a  hermit  in  bewailing  the  existence  of 
a  body,  and  in  attempting  to  crucify  all  those  desires  and 
affections  that  connect  him  with  the  things  of  this  world.  The 
latter  is,  without  doubt,  the  nobler  of  the  two,  but  to  one  who 
recognizes  man's  double  nature,  neither  can  be  regarded  as 
entirely  satisfactory  to  man  or  to  his  Maker. 

In  general  terms,  that  education  is  the  best  which  best  fits 
man  to  make  the  most  of  all  his  life  relations.  In  other  words, 
he  is  best  educated  who  makes  of  himself  the  best  son,  the 
best  brother,  the  best  husband,  the  best  father  —  the  most 
successful  artisan  or  tradesman  —  the  most  useful  member  of 
society — the  best  citizen  —  the  most  enlightened  patriot  — 
the  most  intelligent  lover  of  his  race  and  of  God.  In  pursuit 
of  such  an  education  the  studies  of  our  schools  serve  as  effi- 
cient means  towards  an  end,  but  they  are  not  the  end  sought. 

Those  who  make  Arithmetic,  Grammar,  Geography  and 
History,  Natural  Science,  Classics  or  Metaphysics,  the  end  of 
their  study,  will  never  attain  a  good  education.  All  these 
have  some  intrinsic  value.  The  necessities  of  trade  and  of 
commerce  make  Arithmetic  and  Navigation  valuable  in  them- 
selves.    Our  social  relations  make  knowledge  of  the  rules  of 


6  PtLblic  Schools. 

speech  very  desirable.  Knowledge  of  Geography  and  History 
is  essential  to  one  who  would  become  an  intelligent  citizen, 
more  especially  in  this  land  where  the  citizen  is  responsible 
for  the  conduct  of  public  affairs ;  added  to  this,  the  knowl- 
edge of  other  times  and  of  other  lands,  much  of  which  is 
locked  up  in  forms  strange  to  us,  may  be  made  available 
through  the  study  of  Ancient  Classics.  The  principles  of 
Chemistry  are  of  value  to  one  whose  lungs  and  whose  stomach 
are  vast  laboratories,  as  well  as  to  one  who  would,  from  the 
hard  soil,  bring  forth  the  materials  to  be  wrought  over  into 
bone,  and  muscle,  and  strength.  So  in  each  department  the 
study  has  some  value  in  itself  considered,  and  the  more  one 
knows  of  books  the  better,  if  he  stops  not  with  the  books,  and 
makes  not  the  acquisition  of  their  contents  the  end  of  his 
study.  What  others  have  written,  and  said,  and  done,  may 
help  us  toward  the  end  of  study  —  the  ability  to  write,  to  say, 
and  to  do  of  ourselves.  Books  are  as  needful  to  the  mind  as 
is  food  to  the  body ;  useless,  unless  digested,  and  made  a  part 
of  ourselves  —  nay,  sometimes  worse  than  useless,  as  undi- 
gested food  is  often  the  source  of  a  positive  injury.  The 
proper  question  for  each  teacher  to  ask  is,  not  how  much  have 
my  pupils  swallowed,  but  how  much  have  they  digested  — 
not  how  full  are  they,  but  how  much  strength  have  they  gained 
—  not  how  many  rules  have  they  committed,  but  how  many 
principles  have  they  mastered  —  not  how  far  have  they 
traveled,  but  how  much  have  they  observed  by  the  way  — 
not  how  much  more  do  they  know,  but  how  much  better 
have  they  become.  The  higher  and  better  uses  of  all  studies 
are  their  indirect  uses,  the  benefits  that  flow  through  their 
proper  prosecution,  in  greater  power  of  attention,  enlarged 
comprehension,  quickened  curiosity,  greater  self-control,  and 
wider  and  more  far-reaching  influence  over  others.  We  are 
told  that  knowledge  of  self  is  the  best  knowledge.  The  best 
self-knowledge  is  consciousness  of  power  in  all  departments  of 
our  being.  He  who  is  conscious  of  the  mobt  of  this  power, 
has  the  best  education,  no  matter  what  his  merely  scholastic 
attainments  may  be. 

I  have  thus  far  spoken  of  books  as  means  to  a  good   edu- 


Introduction.  7 

cation,  but  there  are  other  means  to  this  end  which  no  good 
teacher  will  overlook  or  lightly  esteem.  The  teacher  is 
studied  more  than  all  the  books  used  in  our  schools,  and 
order,  neatness,  cleanliness,  quiet  earnestness,  punctuality, 
truthfulness,  self-i*espect,  self-control,  obedience  to  rule,  kind- 
ness, forbearance,  courtesy,  considerateness,  affability,  polite- 
ness, sympathy  and  love  wrought  into  the  life  of  the  teacher, 
so  as  to  be  recognized  at  all  times  as  a  part  of  his  very  being, 
will  do  more  toward  improving  the  character  and  develop- 
ing the  power  of  the  student  than  all  other  agencies  combined. 
The  absence  of  any  of  the  qualities  named  above  does 
seriously  impair  the  influence  of  the  teacher,  however  great  it 
may  be  in  other  respects,  and  the  very  best  instruction  in 
matters  treated  of  in  books  can  not  atone  for  the  lack  of  a 
good  personal  influence. 

THE  GRADED   SYSTEM. 

That  system  is  essential  to  success  in  any  course  of  study,  is 
apparent  to  all.  All  attempts  at  systematizing  a  course  of 
study  must  have  some  attendant  evils.  But  these  are  rather 
accompaniments,  than  necessary  results. 

A  brief  notice  of  such  evils  may  help  toward  their  eradi- 
cation. 

The  Graded  System  cuts  up  the  work  of  teaching  into  parts, 
which  may  easily  become  disjointed  fragments,  even  in  the 
hands  of  teachers  who  strive  to  be  faithful  in  the  performance 
of  their  allotted  work.  The  tendency  of  the  system,  fostered 
somewhat  by  our  imperfect  human  nature,  is  to  make  the 
teacher  feel  that  his  predecessor  has  fimslied  the  work 
assigned  him,  and  that  he  has  a  work  to  finish  for  his  suc- 
cessor. Hence  each  does  his  work  without  much  regard  to 
the  work  of  others.  This  view  of  the  system  is  a  false  view. 
The  work  is  one  work,  and  each  part  has  its  relations  to,  and 
bearings  upon,  every  other  part.  There  must,  therefore,  be  a 
review  of  the  past,  that  it  may  be  more  firmly  connected  with 
the  present,  and  the  future  must  be  constantly  present  to  the 
mind  of  the  teacher,  that  his  work  may  be  preparatory  to  that 


8  Public  Schools. 

which  is  to  follow.  This  is  not  like  that  division  of  manual 
labor,  in  which  each  does  his  work  according  to  a  given 
pattern,  not  knowing  or  thinking  how  his  work  is  to  be  fitted 
to  that  of  his  fellow,  but  like  that  of  the  architect,  who  lays 
out  his  plans  upon  separate  sheets,  but  in  preparing  each  he 
has  remembered  the  jDrevious  one,  and  has  had  his  mind 
upon  that  which  is  to  follow,  so  that  each  is  fitted  to  each, 
and  when  the  work  is  completed  there  will  be  no  lack  of 
beauty,  or  of  strength. 

The  teacher  of  each  grade  should  be  sure  that  the  pupil, 
intrusted  to  his  care,  understands  fully  the  work  of  the  pre- 
vious grades,  and,  at  the  same  time,  he  must  remember  that 
his  work  is  preparatory  to  that  of  higher  grades.  The  difii- 
culties  to  be  mastered,  the  obstacles  to  be  surmounted,  must 
be  present  to  the  mind  of  each,  that  the  pupils  may,  while 
receiving  instruction,  be  gaining  strength  also  for  future 
need.  Let  each  teacher  bear  in  mind  that  his  work  is  two- 
fold: First — to  impart  knowledge;  and.  Second — to  develop 
strength,  and  this  evil  will  be  entirely  eradicated. 

Familiarity  with  the  subjects  of  a  grade  may  lead  to  a  little 
letting  down  of  the  teacher's  watch,  and  a  lack  of  study.  The 
topics  can  never  be  so  thoroughly  mastered  but  that  some- 
thing new  may  be  learned ;  at  least  some  new  illustration, 
some  new  method  of  presentation,  some  change  of  order  may 
be  gained  by  fresh  and  often-renewed  study.  In  each  new 
class  will  be  found  some  new  phase  of  character,  some  mental 
peculiarity  never  before  presented ;  and  the  teacher  who  sits 
down  in  the  belief  that  he  has  Ions:  ago  learned  all  that  can  be 
learned  of  the  topics  assigned,  or  of  the  wants  and  the  capa- 
bilities of  children,  will  soon  have  enough  of  that  contempt 
which  is  begotten  of  familiarity,  and  will  find  his  task  grow- 
ing less  and  less  pleasant,  and  his  success  less  marked.  He, 
who  keeps  alive  his  interest  in  the  work  of  a  single  grade,  for 
any  length  of  time,  must  put  forth  more  eftort  than  he  who 
has  a  greater  range  or  frequent  changes.  But  this  greater 
eflbrt  will  make  him  a  more  valuable  teacher.  Let  each  so 
cultivate  his  own  powers  as  that  his  interest  may  be  ever  fresh 
and  absorbing,  and  this  second  evil  may  be  eradicated. 


Introduction.  9 

The  iron  limits  of"  the  Graded  Course  serve  as  bars  to  some 
who,  from  lack  of  early  advantages,  desire  to  go  faster  than 
their  classmates  are  able  to  do,  and  to  others  who,  from  limited 
opportunities,  wish  to  pursue  certain  j^ortions  of  each  grade, 
neglecting  others  that  seem  to  them  least  imj^ortant.  The 
greatest  good  of  the  greatest  number  is  the  rule ;  but  to  meet 
these  exceptional  cases,  which  are  really  rare,  some  provision 
may  be  made,  such  as  the  good  sense  of  the  teacher  or  the 
knowledge  of  the  Principal  of  the  school  would  suggest.  The 
rules  of  the  Board  seem  wisely  adapted  to  such  exigencies. 
During  a  portion  of  the  year  evening  schools  are  maintained 
that  meet  the  wants  of  many,  so  that  this  evil  does  not  weigh 
with  any  great  force  against  the  system. 

It  is  almost  certain,  that  were  ungraded  or  unclassified 
schools  established  for  the  benefit  of  those  who  could  not 
pursue  the  graded  course,  they  would  be  filled  with  many  who 
are  now  in  our  schools,  but  who  would,  under  such  circum- 
stances, be  withdrawn  on  account  of  avarice,  or  from  other 
equally  bad  cause,  to  their  own  detriment  and  to  the  injury 
of  society.  This  evil  is  rather  imaginary  than  real,  especially 
with  the  provisions  already  adopted  by  the  Board. 


GENERAL  SUGGESTIONS  SUITABLE  FOR 
ALL  GRADES. 


Ix  the  work  laid  out  for  teachers  by  this  little  book,  it  is 
desired  that  each  give  to  the  schools  his  best  service.  Results 
only  are  required.  Methods  are  left  to  the  individual  tact  of 
the  teacher.  The  suggestions  which  follow  are  the  result  of 
the  experience  of  many  individuals,  and  they  may  be  safely 
adopted  by  many  others,  and  yet,  in  some  particulars,  a  better 
way  may  be  found.  All  are  encouraged  to  find  that  better 
way,  and  to  pursue  it  when  found.  That  way  is  best  for  each 
by  which  he  may  soonest  attain  the  end  sought  —  a  thorough 
mastery  of  the  work  assigned.  It  is  not  supposed  that  all 
teachers  will  pursue,  with  equal  success,  any  prescribed 
methods  of  instruction.  Each  must  work  in  his  own  way, 
while  all  labor  for  the  accomplishment  of  the  same  end  — 
thorough  scholarship  and  complete  manhood.  It  is  not 
necessary  to  add,  that  the  suggestions  herewith  given  are  not 
positive  precepts,  but  hints  as  to  good  methods  that  niay  serve 
a  good  purpose  to  such  as  have  not  found  better  methods. 

§  1.     ORDER  IN  SCHOOL-ROOM. 

In  all  the  exercises  of  the  school-room,  order  is  of  the  first 
importance.  It  is  often  the  case  that  that  school  is  best  gov- 
erned in  which  there  is  the  least  apparent  show  of  attempt  to 
govern.  It  is  certain  that  a  noisy  teacher  will  have  a  noisy 
school.  Constant  and  nervous  calls  to  order  only  make  tiie 
repetition  of  such  calls  more  and  more  necessary.  The  voice 
of  the  teacher  should  seldom  be  heard  in  securing  the  attention 
of  pupils,  and  rarely,  if  ever,  above  the  natural  key.    The  bell 


12  Public  Schools. 

in  the  hand  of  the  teacher  should  not  be  rung  as  though  the 
necessity  for  some  sudden  aharni  existed,  but  a  single  tap,  or 
a  succession  of  light  and  constantly  lighter  taps,  will  suffice 
with  a  teacher  who  can  stand  calm  and  self-possessed  in  the 
presence  of  the  school.  Quiet  and  patient  demeanor  is  worth 
more  than  bluster.  If  a  scholar  needs  reproof  for  idleness  or 
inattention,  the  fixed  gaze  of  the  teacher  upon  such  scholar 
until  his  roving  eye  rests  upon  him,  Avill,  in  the  majority  of 
cases,  serve  the  purpose  better  than  calling  the  name  of  the 
pupil.  Frequent  calling  of  the  names  of  disorderly  pupils 
often  creates  more  disorder  than  it  cures,  since  it  distracts 
the  attention  of  others,  who  would  not  otherwise  have  been 
disturbed. 

Some  general  directions  may  here  be  given  as  to  signals,  by 
which  the  movements  of  pupils  may  be  directed.  For  recesses, 
opening  and  closing  school,  these  may  all  be  given  by  the 
large  bell  in  the  hall.  For  exercises  in  rooms  where  there  is 
a  musical  instrument,  all  the  movements  may  be  directed  by 
signals  given  from  the  instrument.  In  all  other  cases,  when 
the  teacher  directs  the  movements  of  his  room,  the  use  of 
what  may  be  called  initial  signals  is  recommended.  If  he 
wishes  a  class  to  give  attention,  "A;"  to  turn  in  their  seats, 
"T;"  to  rise,  "R;"  to  get  in  proper  line  for  marching,  or 
for  any  other  purpose,  "L; "  to  move  or  march,  "M;"  to 
face  about  and  change  direction  of  movement,  "F;"  to  halt, 
"  II;"  to  sit,  "  S."  In  all  cases,  the  signal  is  the  initial  letter 
of  the  word  of  command.  Preparatory  to  marching,  some 
measures  may  be  counted  that  shall  indicate  the  desired 
speed,  thus:    1,2;   1,2;    1,2;   1,  "M." 

§3.    SCHOOL   DISCIPLINE. 

The  school  differs  not  from  the  State,  so  far  as  regards  the 
necessity  for  the  establishment  and  enforcement  of  law.  In 
the  school  the  citizen  receives  his  first  training,  and  he  must 
there  take  lessons  in  obedience  to  rightfully  constituted  author- 
ity. The  school  must  be  subject  to  law.  Law  without  penalty 
is  a  dead  letter.     Penalties  must  be  adapted  to  the  nature  of 


Graded  Course  of  Instruction.  13 

the  offence,  and  proportioned  to  its  degree.  The  whole  study 
of  those  who  execute  hiws  shoukl  be  to  secure  the  most 
healthful  obedience  by  the  use  of  the  least  penalties  both  in 
kind  and  in  degree.  As  a  general  rule,  no  punishment  should 
be  inflicted  which  tends  to  make  the  offender  less  obedient 
than  before  —  none  which  will  disgrace  him  in  the  eyes  of 
those  whose  respect  he  has  not  forfeited  by  his  offence  (and 
hence  the  punishment  should  not  be  more  public  than  the 
offence)  — and  none  which  in  its  infliction  throws  the  offender 
into  the  very  associations  which  have  made  him  an  offender 
(such  as  turning  a  child  from  school  into  the  street),  unless 
the  greater  good  of  the  greater  number  absolutely  requires  it. 
Infliction  of  physical  pain  has  been,  from  time  immemorial, 
an  accepted  mode  of  punishment.  It  is  liable  to  abuse,  and 
for  that  reason  should  be  discouraged  wherever  a  substitute 
free  from  the  same  liability  and  less  degrading  in  its  nature 
can  be  used.  All  kinds  of  punishment  must,  from  the  very 
nature  of  the  case,  be  more  or  less  degrading,  but  they  are 
far  less  so  than  are  the  offences  which  give  occasion  for  their 
use.  If,  by  proper  punishment,  therefore,  the  offender  shall 
be  brought  into  cheerful  obedience,  his  degradation  is  stayed, 
and  good  results. 

The  necessity  for  any  kind  of  punishment  diminishes  just 
in  pi'oportion  as  the  public 'sentiment  of  the  school  sustains 
the  teacher's  authority.  Give  pupils  to  understand,  either 
directly  or  by  implication,  that  the  teacher  has  not  the  right 
to  enforce  obedience,  and  all  discipline  is  at  an  end. 

Corporal  j^unishment  maybe  resorted  to  in  extreme  cases,  and 
after  all  other  means  have  proved  unavailing,  and  but  a  single 
caution  is  needed.  Let  it  be  inflicted  at  some  fixed  time,  long 
enough  after  the  offence  to  allow  time  for  calm  and  sober  reflec- 
tion on  the  part  of  both  teacher  and  pupil.  The  necessity  for  it 
may  have  passed  before  the  time  arrives,  in  voluntary  confession 
of  wrong  on  the  part  of  the  pupil,  or  it  may  be  of  the  teacher 
(for  it  is  possible  that  the  teacher  may  be  wrong),  or  in  the  dis- 
covery of  some  substitute  that  may  serve  the  same  purpose  with 
better  effect  upon  both  pupil  and  teacher.  Confession  of  wrong 
done  never  should  weaken  the  respect  of  the  teacher  for  the 


14  Public  Schools. 

pupil,  and  will  never  weaken  the  authority  of  the  teacher  who 
may  have  erred.  All  punishments  which  inflict  bodily  pain 
must  be  considered  as  corporal  punishments.  Punishment 
should  never  be  inflicted  upon  the  head  of  a  child,  or  in  the 
vicinity  of  any  of  the  more  exposed  vital  organs.  It  should 
always  be  reasonable,  and  adapted  to  the  oflfence  committed. 
If  any  teacher  cherish  the  laudable  purpose  to  govern  without 
corporal  punishment,  it  is  better  that  such  purpose  be  kept  a 
secret  from  the  pupils.  No  good  can  come  from  telling  the 
pupils  of  such  a  purpose,  and  much  harm  may  result. 

§3.     PHYSICAL  CULTURE. 

The  real  wants  and  necessities  of  the  body  should  receive 
the  teacher's  earnest  attention.  It  will  not  suftice  to  give  a 
few  minutes  each  day  to  exercises  designed  to  relieve  weari- 
ness, and  to  start  into  new  activity  the  sluggish  vital  fluids. 
Such  exercises  are  very  important,  but  none  the  less  so  is  the 
posture  of  the  pupil  while  studying.  Serious  injuries  often 
result  from  neglect  of  the  pupil's  posture  at  his  desk.  An 
easy,  graceful  posture  is  always  the  most  healthful.  There 
should  be  no  constrained  precision,  nor,  on  the  other  hand, 
awkward  lounging.  The  habit,  allowed  by  some  teachers  in 
pupils  who  sit  with  curved  spine  and  with  the  face  resting 
nearly  upon  the  book,  is  extremely  injurious.  The  eye  falls 
forward  in  the  socket,  and  the  sight  is  often  seriously  impaired 
by  this  unnatural  position. 

Physical  exercises  should  be  given  with  greater  or  less  fre- 
quency, according  to  the  age  of  the  pupil  and  the  atmospheric 
conditions  of  the  day. 

Change  of  posture  and  activity  are  essential  in  these  physi- 
cal exercises.  All  the  pupils,  except  such  as  may  be  excused 
on  account  of  ill  health,  should  be  required  to  participate,  and 
to  enter  into  them  with  energy  and  promptness.  No  good 
comes  from  any  other  than  a  lively  and  spirited  exercise.  The 
teacher  should  lead  the  pupil,  inasmuch  as  he  needs  the  exer- 
cise nearly  as  much  as  they,  and,  still  farther,  because  his  own 
interest  will  awaken  interest  on  the  j)art  of  the  pupils.     As  to 


Graded  Cotcrse  of  Instruction.  15 

kinds  of  exercise,  there  is  variety  enough  in  the  schools,  and 
any  teacher,  who  is  not  acquainted  with  the  best  forms,  can 
readily  learn  them  from  more  experienced  teachers.  In  teach- 
ing the  different  series  of  movements,  the  initial  letters  may 
be  used  :  as,  "  U  "  for  Upward,  "  D  "  for  Downward,  "  F  "  for 
Forward,  "  B  "  for  Backward,  etc.,  etc.  "  R  U"  would  indi- 
cate Right  hand  up,  "  L  D,"  Left  hand  down,  etc.,  etc.,  or  the 
full  words  may  be  given  until  the  class  is  familiar  with  the 
order.     Music  or  counting  should  accompany  the  exercise. 

In  the  Appendix  will  be  found  series  of  exercises  for  Free 
Gymnastics,  that  may  be  used  with  such  variations  as  may  be 
thought  best.  The  teacher  should  not  fail  to  make  use  of 
other  exercises,  so  arranged  as  to  meet  the  necessities  of  the 
Ijupils  and  the  arrangement  of  the  school-room. 

§  4.    MORALS  AND  MANNERS. 

No  part  of  the  teacher's  work  requires  more  watchfulness, 
and  more  painstaking,  than  that  of  shaping  the  child's  moral 
character.  In  this  work  self-culture,  on  the  part  of  the  teacher, 
will  insure  success.  The  live  teacher  is  reproduced  in  every 
child  brought  under  his  influence.  The  child's  confiding 
nature  makes  him  specially  susceptible  to  the  teacher's  exam- 
ple. Unlike  other  parts  of  the  work,  this  can  have  no  set 
time  assigned  it  in  the  programme  of  daily  exercises.  Set 
lectures  upon  kindness,  gentleness,  benevolence,  or  any  other 
desirable  quality,  will  not  counteract  the  influence  of  a  single 
harsh  word,  an  angry  gesture,  or  a  selfish  act.  Good  qualities 
gain  strength  by  exercise,  and  their  exercise  should  be  en- 
couraged. 

Love  to  parents  and  others,  friendship,  kindness,  gentleness, 
obedience,  honesty,  truthfulness,  genex-osity,  self-denial,  neat- 
ness, diligence,  etc.,  are  cultivated  in  children,  not  so  much 
by  direct  exhortation  and  formal  precept,  as  by  resorting  to 
expedients  that  will  call  these  affections  and  qualities  into 
active  exercise.  Lead  a  child  to  do  a  kind  act,  and  you  will 
increase  his  kindness  of  heart;    and  this  is  the  best  of  all 


1 6  Public  Schools. 

lessons  on  kindness.  Let  teachers  evei-  remember,  that  the 
exercise  of  virtuous  principles  confirmed  into  habit,  is  the 
true  means  of  establishing  a  virtuous  character. 

Little  anecdotes,  and  familiar  examples,  illustrating  the  love 
of  brothers  and  sisters,  the  respect  due  to  the  aged,  kindness 
to  animals,  mutual  love  of  companions  and  associates,  benevo- 
lence, etc.,  are  among  the  best  means  of  cultivating  these  vir- 
tues. Teaching  mainly  by  example  will  accomplish  far  more 
than  any  formal  catechism  of  moral  instruction. 

Teachers  should  frequently  read  to  their  divisions  short, 
entertaining  narratives,  and  make  them  the  subject  of  familiar 
and  instructive  conversations  with  their  pupils.  So  also  in 
lessons  on  animals,  trees,  and  all  the  works  of  nature,  oppor- 
tunities should  be  constantly  improved  to  show  the  wisdom, 
power,  and  goodness  of  the  Creator,  and  to  inculcate  the 
reverence  that  is  due  to  Him,  and  a  sense  of  dependence  upon 
Hira. 

Every  case  of  quarreling,  cruelty,  fraud,  profanity,  and  vul- 
garity, should  be  made  to  appear  in  its  true  light.  The  self- 
ishness of  children  is  the  greatest  obstacle  to  moral  training. 
To  moderate  this  strong  instinct,  to  teach  self-denial  and  self- 
control,  must  be  the  constant  care  of  the  teacher. 

There  is  no  time  when  the  watchfulness  of  the  teacher  is 
more  necessary  than  during  the  recesses,  and  other  hours  of 
relaxation  at  school.  This  is  the  time  Avhen  little  diflferences 
are  most  likely  to  spring  up,  and  bad  passions  to  gain  the 
ascendancy.  No  parent's  eye  is  upon  the  children,  and  yet 
they  should  constantly  feel  that  some  kind  guardian  is  near  — 
not  to  check  their  cheerful  sports,  but  to  encourage  every  kind 
and  noble  act,  and  to  rebuke  every  departure  from  the  path  of 
virtue  and  honor. 

Good  manners  are  intimately  connected  with  good  morals, 
and  teachers  should  improve  every  opportunity  to  inculcate 
lessons  of  civility  and  courtesy.  In  the  primary  divisions, 
especially,  the  teacher  should  give  frequent  and  somewhat 
minute  directions  respecting  the  ordinary  rules  of  politeness. 
Let  the  pupils  be  taught  that  when  a  question  is  asked  them, 
it  shows  a  lack  of  good  breeding  to  remain  silent,  or  to  shake 


Graded  Course  of  Instruction.  17 

the  head,  even  if  they  are  not  able  to  answer  it.  They  should 
receive  some  general  directions  respecting  the  manners  of 
younger  persons  in  the  presence  of  those  who  are  older.  They 
should  be  taught  that  well-bred  persons  seldom  laugh  at  mis- 
takes, etc.  The  manners  of  the  children,  in  their  intercourse 
with  each  other  before  and  after  school,  and  at  the  recesses, 
and  in  going  to  and  from  school,  should  receive  the  constant 
and  watchful  care  of  the  teacher. 

The  position  of  the  pupil  in  his  seat,  his  movements  in 
passing  to  and  from  the  class,  his  position  in  class,  or  at  his 
seat,  when  called  upon  to  recite,  should  receive  the  teacher's 
most  careful  scrutiny.  Bad  manners  open  the  door  for  the 
entrance  of  bad  morals,  and  all  listless  and  lounging  habits  in 
the  school-room  are  but  the  sure  indication  of  a  loaferish 
spirit,  which,  unchecked,  will  lead  to  vicious  associates  and 
practices.  The  teacher  should  respect  himself  too  much  to 
receive  any  answer  from  a  pupil  who  is  not  in  a  manly  posture, 
and  who  does  not,  in  his  tone  and  manner,  express  sincere 
respect,  both  for  his  teacher  and  for  the  place  he  holds  among 
his  fellows.  Nor  can  the  teacher  keep  too  constantly  in  mind 
the  truth  uttered  by  Marcel  — "  Nature,  reason,  and  experi- 
ence proclaim  this  order,  example  before  precept^ 

No  teacher  can  expect  to  make  his  pupils  more  civil,  more 
courteous,  or  more  truthful  and  virtuous,  than  he  shows  him- 
self to  be.  In  dress,  in  movement,  in  speech,  in  thought  even, 
he  must  he  what  he  would  have  his  pupils  become. 

§  5.    GOOD  LANGUAGE. 

The  importance  of  this  subject  can  not  be  overestimated. 
Every  exercise  of  the  school-room,  in  which  words  are  either 
spoken  or  written,  should  be  made  an  exercise  in  the  use  of 
lanoruase.  It  is  thus  made  a  matter  of  habit  rather  than  of 
technical  study. 

The  most  thorough  study  of  the  rules  of  syntax,  the  most 
careful  analysis  in  later  years,  will  not  correct  the  bad  habits 
formed  in  childhood.  Many  a  man  skilled  in  the  use  of  lan- 
guage has  never  studied  for  an  hour  an  English  Grammar, 
2 


1 8  Public  Schools. 

while  many  who  can  parse  any  sentence  given  them,  affixing 
the  rule  for  each  word,  and  giving  to  each  rule  its  proper 
number,  make  constant  and  egregious  blunders  in  their  every- 
day talking  or  writing.  The  habits  formed  in  early  life  are 
the  ground  of  this  difference. 

In  this,  as  in  all  other  parts  of  the  teacher's  work,  example 
is  better  than  precept,  and  yet  a  good  example  may  be  most 
effectively  sustained  by  wholesome  precepts. 

The  following  words  of  Hon.  J.  G.  McMynn  are  eminently 
practical  and  suggestive : 

"  Great  attention  should  be  given  to  the  language  used  in  the  school- 
room, both  by  teachers  and  pupils.  It  should  be  pure  English,  free 
from  all  provincialisms;  and  the  construction  of  the  sentences  should 
be  grammatical.  It  is  of  the  utmost  importance  that  the  teachers  of  our 
primary  scholars  should  be  accurate  in  the  use  of  language ;  quick  to 
notice,  and  prompt  to  correct,  all  'bad  grammar'  heard  in  their  school- 
rooms. No  slang,  no  useless  expletives,  no  unnecessary  repetition,  no 
obsolete  words,  no  violations  of  orthography  or  syntax,  should,  at  any 
time,  or  under  any  circumstances,  be  allowed  to  pass  without  careful 
correction.  The  power  of  expression  may  be  cultivated  by  'Object 
Lessons'  and  conversation.  Pupils  should  also  be  advised  and  required 
to  write  much.  Recitations  may  sometimes  be  conducted  by  writing, 
and  will  be  found  profitable.  Questions  should  be  pointed  and  precise; 
answers  should  be  concise  and  exact.  Every  answer  should  embrace  a 
complete  proposition.  Frequently  the  pupil  gives  the  answer  only  in 
part.  Every  exercise,  and  every  recitation,  should  be  so  conducted  as 
to  habituate  the  scholars  to  correct,  terse,  and  elegant  modes  of  expres- 
sion. All  indistinctness  of  utterance,  all  clipping  of  words,  all  hesi- 
tancy of  speech,  should  at  once  be  noi)iced,  and  the  proper  remedies 
faithfully  applied." 

§6.    MEXTAL  DISCIPLINE. 

The  highest  ultimate  object  of  intellectual  education  is  men- 
tal discipline  ;  and  this  discipline  can  only  be  acquired  by 
mental  labor.  Examples  are  frequently  arising  in  which  teach- 
ers give  assistance  that  is  not  required,  and  thus  rob  the  pupils 
of  the  discipline  which  they  would  gain  by  overcoming  the 
difficulties  themselves.  Teachers  should  study  carefully  the 
capabilities  of  their  pupils,  and  never  do  for  them  what  they 
are    able   to   do  without  assistance.      Pupils   should   also  be 


Graded  Course  of  Instruction.  19 

guarded  against  the  dangerous  habit  of  assisting  one  another, 
without  the  knowledge  and  approval  of  the  teacher. 

It  is  also  true  that  some  pupils  suffer  from  the  want  of  a 
little  assistance  given  at  the  proper  time  and  in  the  proper 
way.  This  should  never  be  direct,  but,  by  starting  back  to 
some  point  which  the  pupil  does  understand,  let  him  be  led  up 
to  the  difficulty  in  his  path  by  careful  steps,  which  he  shall 
take  for  himself.  These  steps  may  be  simple  illustrations  of 
what  he  does  understand,  and  yet,  in  principle  similar  to  the 
difficulties  to  be  encountered.  By  overcoming  these,  he  may 
gain  strength  to  overcome  the  greater,  and  a  little  care  and 
time  taken  to-day  may  save  time  and  care  for  all  future  days. 
The  principal  difficulties  in  a  pupil's  path  lie  in  his  inability  to 
apply  principles  to  examples  that  vary  in  form  and  phraseology 
from  the  illustrations  given  him  when  he  learned  tliose  princi- 
ples. The  similarity  of  the  examples  should  be  shown  the 
pupil,  and  he  will  thus  be  prepared  to  do  what  before  he 
thought  lie  could  not  do. 

It  is  one  of  the  most  important  duties  of  the  teacher  to 
exercise  a  watchful  care  over  the  pupils'  hours  and  habits  of 
study.  Some  pupils  never  learn  to  study  a  lesson  abstract- 
edly and  with  the  whole  mind;  and  some  teachers  have  here- 
tofore been  so  unfortunate  as  not  to  know  that  they  have  any 
special  responsibility  in  this  matter. 

.  The  power  of  attention  is  essential  to  the  successful  prose- 
cution of  study  at  every  stage  of  progress,  and  the  best  efforts 
of  teachers  should  be  directed  to  the  cultivation  of  this  great 
educational  power. 

The  teacher  must  liave  an  end  in  view  in  every  recitation, 
must  understand  what  course  to  pursue  in  reaching  that  end, 
and  the  pupil  must  be  held  in  that  course  strictly. 

In  these  days  there  is  too  much  lifting  over  hard  places,  not 
enough  plodding  through  them.  Every  obstacle  removed 
from  the  path  of  a  child  by  an  overkind  teacher  weakens  the 
child's  mind. 


20  Public  Schools. 


§7.    DIVISIONS,  CLASSES,  AND  RECITATIONS. 

1.  Nmnher  of  Classes  in  a  Division. — As  a  general  rule, 
the  pupils  assigned  to  each  teacher  in  the  Grammar  Depart- 
ment should  be  divided  into  two  classes:  in  the  5th,  6th,  7th 
and  8th  grades,  into  three  classes;  and  in  the  9th  and  10th 
grades  into  four. 

The  number  of  pupils  in  a  division,  or  other  circumstances, 
may  make  it  desirable,  in  certain  cases,  to  depart  from  this 
arrangement. 

2.  Number  of  Branches  to  be  pursued  at  the  same  time. — 
Under  the  present  classification  no  alternation  of  studies  will 
be  found  necessary,  with,  perhaps,  the  single  exception  in  the 
higher  grades  of  Geography  and  History.  It  is  impossible 
so  to  arrange  the  course  as  to  make  the  carrying  forward  of 
these  two  studies  at  the  same  time  absolutely  essential  or 
desirable.  The  one  may  be  completed  and  its  place  given  to 
the  other  somewhere  near  the  middle  of  the  time  allotted  to 
the  grade  without  detriment,  and  such  a  course  is  advised. 
The  study  of  United  States  History  will,  of  course,  involve 
the  review  of  the  Geography  of  the  United  States.  Further 
than  that,  the  two  studies  have  no  connection  until  the  High 
School  Class  is  reached,  when  the  outlines  of  General  History 
will  call  for  a  review  of  Geography  as  a  whole. 

In  all  other  respects  the  studies  of  the  several  grades  should 
be  kept  along  as  uniformly  as  possible.  The  course  of  study 
is  arranged  with  reference  to  the  mental  wants  of  the  child, 
and  variety  is  essential  to  progress. 

3.  Order  of  Exercises  and  Length  of  Recitations. — Every 
teacher  should  have  posted  up  in  the  room  an  established 
order  of  exercises  for  each  day  in  the  week,  assigning  a  defi- 
nite time  for  the  beginning  and  ending  of  every  exercise,  and 
of  every  interval  between  the  exercises,  and  this  order  should 
assign  also  definitely  the  times  for  study,  and  topics  of  study, 
as  well  as  of  recitation; 

It  is  impracticable  to  establish  a  uniform  rule  respecting  the 
frequency  and  length  of  recitations.  The  following  scale  will 
serve  as  a  general  guide  to  teachers  in  this  matter  : 


Graded  Course  of  Instructio)i.  21 

Recitations  in  the  Grammar  Department  from  twenty-five 
to  forty  minutes  in  length,  except  exercises  in  spelling,  which 
may  usually  be  completed  in  from  fifteen  to  twenty-five  minutes  ; 
in  the  5th,  (ith  and  7th  grades,  from  twenty  to  twenty-five 
minutes  ;  in  the  8th  and  9th  grades,  from  fifteen  to  twenty 
minutes;  and  in  the  10th  gi-ade,  from  ten  to  fifteen  minutes. 

4.  Division  of  Time  and  Labor. — In  deciding  wliat  pro- 
portion of  time  shall  be  given  to  spelling  by  letters,  what  to 
spelling  by  sounds,  to  reading,  to  numbers,  to  geography,  etc., 
the  rule  should  be  this :  Whenever  a  class  is  less  advanced  in 
one  branch  assigned  to  the  division  than  in  other  branches, 
let  that  particular  branch  receive  special  attention  till  it  is  as 
familiar  as  the  others.  It  is  very  common  to  find  a  class  more 
advanced  in  reading  than  in  numbers,  and  still  devoting  less 
attention  to  arithmetic  than  to  reading ;  the  observance  of 
this  rule  will  correct  all  such  errors. 

§  8.    RECITATIONS  AND  USE  OF  TEXT-BOOKS. 

Ix  each  department  of  study,  the  Text-Book  employed  fur- 
nishes suitable  topics,  properly  arranged,  and  clothed  in 
appropi'iate  language.  It  becomes  thus  a  fit  study  for  teacher 
and  pupil.  The  latter  studies  that  he  may  learn  new  facts  ; 
the  former,  that  lie  may  find  new  m  thods  of  illustration,  and 
may  discover  new  paths  tlirough  which  the  pupil  may  be  led 
to  the  ck'arest  comprehension  of  the  facts  learned,  to  the 
fullest  appreciation  of  their  value,  and  to  the  best  understand- 
ing of  their  relations  to  other  facts  previously  learned.  The 
knowledge  of  ihe  teacher  should  be  so  full  and  comprehensive 
that  he  may  assign  recitations  of  proper  length,  and  then  con- 
duct the  recitations  to  the  best  advantage.  This  implies  such 
familiarity  with  the  topics  studied  as  to  render  the  Text-Book 
useless  to  the  teacher  during  recitation  —  even  a  hindrance 
rather  than  a  help.  The  true  teacher  will  not  use  a  Text-Book 
in  recitations  upon  such  topics  as  would  make  the  use  of  the 
open  book  improper  on  the  part  of  the  pupil.  His  knowledge 
of  the  lesson  assigned  should  be  at  least  equal  to  what  he 
requires  of  his  pupils.     The  teacher  who  is  confined  to  the 


22  Public  Schools. 

Text-Book  during  a  recitation,  puts  a  damper  upon  the  enthu- 
siasm of  his  class.  How  can  he  awaken  interest  in  any  topic 
upon  wliich,  by  his  own  confession,  his  pupils  know  more  than 
himself?  The  proper  place  for  most  text-books  is  in  the 
teacher's  study,  and  upon  the  pupil's  desk  during  study  hours. 
At  recitation,  with  the  exceptions  of  reading,  grammatical 
analysis,  and  translation  of  classics,  text-books  should  be  laid 
aside  by  teacher  and  pupil  alike. 

Before  the  recitation,  the  teacher  will  have  arranged  the 
divisions  of  the  subject  treated  of  in  the  lesson  assigned,  and 
he  will  then  hold  his  pupils  to  the  order  he  shall  have  deter- 
mined 1o  be  the  best,  requiring  not  always  the  identical  lan- 
guage of  the  author,  but  something  equally  exact  and  compre- 
hensive. In  mathematical  studies,  the  recitation  should  consist 
largely  of  exercises  illustrative  of  the  principles  of  the  text- 
book, involving  the  same  processes,  but  varied  in  figures  and 
in  verbal  statement  from  the  exercises  given  by  the  author. 

The  teacher's  aim  will  be  to  test  the  pupil's  knowledge  of 
the  subject  studied,  to  correct  any  misapprehensions  he  may 
have  fallen  into  while  studying,  to  ascertain  what  difficulties 
have  been  encountered,  and  to  guide  the  pupil  to  the  means, 
by  use  of  which  he  may  gain  complete  mastery  over  his  diffi- 
culties. These  things  admitted,  it  follows,  as  matter  of  course, 
that  the  recitation  hour  is  not  a  lecture  hour,  during  which  the 
pupil  is  to  receive,  passively,  the  instructions  of  the  teacher ; 
nor  is  it  the  hour  devoted  to  the  solution  of  all  difficult  prob- 
lems deferred  till  this  time  by  indolent  students  ;  nor  yet  is  it 
the  time  for  a  parrot-like  repetition  of  what  the  author  says. 
In  almost  every  recitation  the  pupil  should  be  required  to 
trace  the  relation  of  some  new  fact  to  previously  learned 
principles.  The  surest  course  out  of  any  difficulty  is  to  lead 
the  pupil  back  to  ground  with  which  he  is  familiar,  and  thus 
by  skillful  questioning  to  let  the  light  in  upon  his  mind. 

Recitations  should  not  be  continued  after  the  teacher  has 
failed  to  fix,  or  to  hold,  the  attention  of  the  majority  of  his 
class. 

Questions  should  be  so  put  as  to  require  thought  upon  the 
part  of  all  the  class,  and  not  alone  upon  the  part  of  him  whose 


Graded  Coitrse  of  histruction.  23 

turn  has  come  to  answer.  As  far  as  possible,  all  routine 
questioning  should  be  discarded,  and  every  pupil  be  made  to 
feel  that  he  may  be  called  upon  to  answer  any  and  every 
question  asked. 

§  9.    READING. 

Every  good  reader  aims  first  to  comprehend  the  thoughts 
of  tlie  author  he  reads,  and  then  to  convey  to  others  an  intelli- 
gible idea  of  the  author's  meaning.  The  training  of  the  pupil 
in  reading,  therefore,  involves  two  distinct  and  yet  inseparable 
kinds  of  instruction.  Mental  discipline  and  vocal  discipline 
must  be  carried  along  togethei'.  Thought  and  its  expression 
must  be  considered  at  one  and  the  same  time.  Some  thought' 
may  be  expressed  by  any  sort  of  utterance,  but  t]ie  thought  of 
the  author  requires  vocal  organs  under  complete  subjection  to 
the  understanding.  To  read  well,  one  must  know  what  he  is 
reading,  and  must  have  such  complete  mastery  of  his  vocal 
organs  as  to  make  them  faithful  servants  ready  to  do  his  bid- 
ding without  mistake  of  any  kind.  No  dull,  listless,  unthinking 
sch  >lar  can  ever  become  a  good  reader.  The  teacher's  first 
work  is  to  awaken  thought.  Something  the  child  can  under- 
stand shoidd  be  selected  as  a  reading  lesson.  It  is  not  neces- 
sary that  the  lesson  selected  be  one  already  understood  ;  it 
should  be  one  in  advance  of  the  child's  present  ability,  but 
within  the  reach  of  his  comprehension.  We  oftener  underrate 
than  overrate  the  ahillty  of  pupils,  while  the  reverse  is  true  as 
regards  their  actual  growth  or  2)r ogress. 

Children  who  become  expert  in  the  utterance  of  sentences 
that  contain  no  thought  make  no  mental  progress.  There 
must  be  obstacles  thrown  in  the  child's  path,  or  he  will  gain 
no  strength.  If  all  be  leveled  and  smoothed  for  him,  his 
monotonous  style  of  reading  is  but  the  outgrowth  of  an  inact- 
ive, sluggish  mind.  The  teaclier  should  bring  the  pupil  into 
the  face  of  the  difticulties  in  his  lesson  and  encourage  him  to 
battle,  rallying  him  again  and  again,  if  need  be,  to  the  contest, 
until  victory  crowns  his  efl:brts. 

To  test  the  accuracy  of  the  child's  knowledge  of  what  he 


24  Public  Schools. 

reads,  he  should  be  encouraged  to  read  sentences,  substituting 
for  some  selected  words,  words  of  his  own  choosing,  that  shall 
change  the  form  but  not  the  meaning  of  the  passage.  This 
exercise  may  embrace  at  first  but  a  single  word  in  each  sen- 
tence, and  then  may  be  extended  as  the  capacity  of  the  pupil 
may  seem  to  warrant,  until  nearly  or  quite  all  the  words  are 
changed.  In  the  more  advanced  classes,  poetical  selections 
may  be  changed  into  prose.  While  the  definitions  given  by  the 
author  should  not  be  neglected,  the  child  should  be  encour- 
aged, as  far  as  possible,  to  give  definitions  of  his  own,  and 
should  be  permitted,  as  indicated  above,  to  put  his  definitions 
into  the  place  of  the  words  defined,  and  then  to  read  the  sen- 
tences he  has  changed.  This  test  may  be  still  further  extended 
by  I'equiring  the  pupil  to  embody  the  selected  words  in  sen- 
tences of  his  own  construction. 

If  the  teacher  finds  difiiculty  in  securing  proper  expression 
in  any  particular  case,  the  remedy  may  be  found  in  asking  a 
question,  the  proper  answer  to  which  would  be  the  difiicult 
passage,  and  in  requirimi;^  the  pupil  to  give  the  passage  as  an 
answer  to  the  question  asked. 

The  voice  of  the  teacher  should  be  frequently  heard  in 
every  reading  exercise,  as  an  example  for  the  scholars  to  imi- 
tate. If  any  teachers  are  conscious  of  imperfect  articulation 
or  expression,  they  should  seek  every  means  of  correction 
within  their  reach. 

There  are  those  who  have  superior  ability  and  success  as 
teachers  of  reading,  whose  methods  and  whose  experience 
may  be  made  available  by  those  of  less  experience  or  less 
success.  In  this  branch,  more  than  in  any  other,  models  may 
be  safely  followed.  Teachers  may  learn,  as  their  pupils  must 
learn,  by  imitating  good  models.  Mere  repetition  of  a  badly 
read  sentence  does  no  good,  unless  the  fault  be  distinctly 
mai'ked  out,  and  the  correct  reading  be  given  by  the  teacher, 
or  by  some  member  of  the  class  who  has  mastered  the  difii- 
culty. Good  readers  in  a  class  may  be  permitted  to  give  the 
model.  This  course  often  secures  the  desired  result  sooner 
than  any  other. 

Too   much  concert  reading  leads  to  the  formation  of  bad 


Graded  Course  of  Instruction.  25 

habits,  and  to  the  cultivation  of  unnatural  tones  of  voice. 
The  forward  raise  their  voices  to  an  unnatural  key,  lest  their 
superior  reading  should  not  be  heard,  while  the  diffident  and 
distrustful  drop  their  voices  into  a  lower  than  natural  key,  lest 
they  should  make  soiue  mistake  and  mar  the  general  effect, 
and  the  lazy  move  their  lips  that  they  may  appear  to  read, 
while  not  a  sound  escapes  their  moving  lips.  Concert  reading 
should  not  be  discarded,  but  should  be  carried  just  so  far  as  it 
can  be  done  without  encouraging  monotonous  and  nxeasxired 
reading.  Short  sentences  are  much  better  for  concert  practice 
than  long  one*,  since  they  do  not  require  measured  divisions. 
Every  teacher  should  make  strenuous  effort  to  secure  good 
reading  of  a  whole  class  in  concert,  but  should  check  such 
reading  the  instant  it  falls  into  measured  monotone,  or  develops 
in  any  pupil  unnatural  tones  of  voice.  The  advantages  of 
concert  reading  will  not  pay  for  a  single  bad  habit  formed  by 
its  careless  use.  The  attention  of  the  class  may  be  kept  by 
other  methods,  one  of  which  is  of  importance  in  other  recita- 
tions as  well  —  that  is,  calling  upon  scholars  out  of  their  regular 
order  of  standing  or  sitting,  and,  if  need  be,  calling  upon  the 
same  person  two  or  three  times,  until  the  impression  that  he 
will  be  called  on  but  once  is  entirely  dissipated.  Answers  to 
general  questions  connected  with  reading  lessons  may  be  given 
in  concei  t.  The  enunciation  of  elemental  sounds  may  also  be 
given  in  concert.  Pottical  selections  which  are  already  meas- 
ured, may  be  read  in  concert  with  less  difficulty  and  with  less 
danger  than  prose. 

While  a  class  is  engaged  in  reading,  the  undivided  attention 
of  the  teacher  should  be  given  to  it.  If  the  attention  of  the 
teacher  be  called  away  necessarily,  the  exercise  should  be 
suspended. 

Children  should  be  encouraged  to  criticise  each  other  fairly 
and  justly.  Raising  the  hand  during  the  progress  of  the  read- 
ing should  not  be  allowed,  but,  at  its  close,  those  who  have 
noticed  errors  should  have  an  opportunity  of  correcting  them, 
provided  always  that  the  critic  can  illustrate  his  own  criticism. 
This  should  be  occasionally  tested. 

An  excellent  teacher  gives  as  the  result  of  her  experience 


26  Public  Schools. 

this  important  caution,  "  Children  must  be  taught  to  open 
their  mouths  before  they  can  become  good  readers,"  The 
importance  and  vahie  of  this  suggestion  are  fully  confirmed 
by  the  experience  of  all  good  teachers,  and  this  introduces  also 
the  important  topic  of  distinct  articulation. 

Frequent  exercises,  varied  according  to  the  advancement  of 
pupils,  in  the  utterance  of  elementary  sounds,  single  and  com- 
bined, should  be  most  faithfully  attended  to  before  each  exer- 
cise in  reading.  This  may  be  more  fully  treated  under  the 
instructions  with  reference  to  the  several  grades.  While  good 
articulation  is  not  the  end  of  reading,  it  is  an  essential  means, 
and  one  without  which  the  true  end  —  expression  of  thought  — 
can  never  be  attained.  > 

There  is  no  fault  more  common  in  reading  than  that  of 
stumbling,  hesitating,  catching  and  repeating.  It  is  but  one 
fault,  and  teachers  should  use  every  effort  to  break  it  up.  The 
moment  the  child  shows  the  first  symptoms,  his  case  should 
be  cai'efully  but  immediately  considered,  and  strict  attention 
at  once  given  to  its  cure.  It  sometimes  arises  from  the  child's 
vocal  organs  getting  the  start  of  his  thoughts,  and  should  be 
cured  by  a  little  hard  study,  until  the  pupil  becomes  familiar 
enough  with  the  thought  to  have  his  mind  keep  ahead  of  his 
voice.  It  sometimes  arises  from  pure  carelessness,  and  its 
cui*e  needs  no  mention.  It  often  arises  from  the  use  of  books 
in  advance  of  the  child's  capacity,  so  that  reading  becomes 
mere  utterance,  without  so  much  as  a  thought  creeping  in  even 
behind  a  word  uttered.  The  case  suggests  its  own  remedy. 
It  sometimes  arises  from  indulgence  in  a  similar  habit  in  all 
other  recitations. 

Whatever  its  cause,  its  cure  must  be  certain,  or  no  progress 
is  made,  but  on  the  other  hand  constant  retrogression. 

§  10.    SPELLING. 

As  the  English  language  is  constructed,  the  spelling  of  its 
words  is  by  no  means  easy  of  acquisition.  No  system  of 
classification  of  words  has  yet  been  invented  that  will  aid  the 
student  very  materially.    He  must  memorize  all  the  primitive 


Graded  Course  of  Instruction.  27 

words  he  would  use,  and  also  all  the  prefixes  and  suffixes 
employed  in  the  structure  of  derivative  words.  After  these 
are  committed  to  memory  he  can  bring  to  his  aid  rules,  with 
many  exceptions,  for  the  proper  joining  of  prefix  and  suffix  to 
the  primitive  word. 

It  Avould  be  a  blessing  to  the  little  ones,  who  are  compelled 
to  S2)end  years  in  learning  to  spell,  if,  in  a  night,  the  present 
structure  of  words  could  be  forgotten,  and  if,  in  the  work  of 
reconstruction,  "  the  best  writers "  would  present  to  the  eye 
only  such  characters  as  represent  the  sounds  uttered  by  "  the 
best  speakers."  The  child  would  be  required  then  to  learn 
but  one  language,  instead  of  two,  as  at  present. 

But  teachers  must  take  the  language  as  it  has  been  given 
them,  and,  if  possible,  save  their  pupils  the  disgrace  attached 
to  poor  spelling.  Unless  a  correct  habit  of  spelling  is  formed  in 
early  life,  there  is  little  probability  that  it  will  ever  be  acquired. 
Hence  special  pains  must  be  taken,  with  every  written  exer- 
cise, that  every  word  be  propeily  spelled. 

Written  exercises  are  of  more  value  than  oral  exercises  in 
spelling,  and  yet  the  former  should  never  supplant  the  latter. 
The  order  of  the  letters  in  a  word  may  be  memorized  as  suc- 
cessfully by  aid  of  the  ear  alone  as  by  aid  of  the  eye  alone, 
and  still  more  successfully  by  aid  of  both  combined. 

In  spelling,  teachers  should  avoid  the  use  of  any  unnatural 
tones  of  voice,  and  should  pronounce  the  words  as  they  would 
read  them  if  they  were  reading  aloud.  This  will  secure  the 
attention  of  the  scholars  better  than  it  can  be  done  by  any 
other  method. 

In  giving  out  the  words  to  a  class,  teachers  sometimes 
commit  the  error  of  departing  from  the  ordinary  pronuncia- 
tion, for  the  sake  of  indicating  the  orthography.  Thus,  in  the 
word  variance,  the  vowel  in  the  second  syllable  is  given  very 
distinctly  as  long  ^,  to  show  that  the  letter  is  i  and  not  e.  The 
words  should,  in  all  cases,  be  pronounced  according  to  the 
standard  dictionary  used  in  the  schools. 

In  conducting  oral  exercises  in  spelling,  pupils  should  pro- 
nounce each  word  distinctly  before  spelling  it,  and  they  should 
never  be  allowed  to  try  twice  on  a  word.     Whenever  a  pupil 


28  Public  Schools. 

misses  a  word,  let  him  afterwards  be  required  to  spell  it  cor- 
rectly. This  may  be  done  as  soon  as  the  correction  is  made 
in  the  class,  or  deferred  till  the  close  of  tlie  recitation. 

An  excellent  plan  is  for  the  teacher  to  pay  no  apparent 
attention  to  the  misspelling,  but  pronounce  the  next  word  in 
order,  and  so  on,  until  some  pupil,  who  has  noticed  the  error, 
spells  tlie  misspelled  word  instead  of  the  one  pronounced  for 
him  by  the  teacher,  and  for  this  correction  he  should  receive 
some  credit,  either  by  going  above  all  whom  the  word  has 
passed,  and  the  one  who  first  misspelled  it,  or  by  clianging 
places  with  the  one  who  committed  the  error,  or,  if  no  change 
of  place  be  allowed,  by  some  mark  of  credit.  The  teacher 
should,  in  all  cases,  keep  track  of  the  misspelled  words,  and 
see  that  they  are  not  entirely  passed  over.  In  all  cases  of  a 
misspelled  word  under  this  practice,  each  j)upil,  who  has 
allowed  the  word  to  pass  him,  should  be  required  to  spell  it 
correctly  before  the  recitation  closes,  if  there  be  time,  if  not, 
at  the  next  recitation. 

Special  attention  should  be  given  to  syllabication,  in  con- 
nection with  oral  spelling.  Pupils  should  syllabicate  in  all 
cases,  as  in  the  following  example:  a-m  am,  p-li  pli,  ampli, 
f'V  fUi  ttrnpllfy.  Nor  should  there  be  the  least  deviation  from 
this  rule  in  cases  whei  e  the  syllable  contains  but  a  tingle  letter, 
as  in  element  —  e-l  el,  e  e,  ele,  m-e-n-t  ment,  element.  The  rea- 
son for  this  will  be  specially  apparent  in  words  in  vvhich  the 
sound  of  the  syllable  is  not  the  same  as  the  sound  of  the  name 
of  the  letter,  and  it  will  appear  more  important  still  if  we 
consider  this  syllabication  as  an  efficient  help  to  distinct  and 
correct  articulation  in  reading. 

As  pupils  are  constantly  liable  to  misunderstand  the  pro- 
nunciation of  words,  it  is  a  very  useful  practice,  in  all  written 
exercises,  to  call  on  some  pupil  in  the  back  part  of  the  room 
to  re-pronounce  each  word  distinctly,  as  soon  as  it  is  pro- 
nounced by  the  teacher. 

Syllabication  in  written  spelling  has  but  one  use,  that  of 
determining  the  place  of  division  of  words  when  a  word  occu- 
pies parts  of  two  lines.  With  present  practice  this  is  of  such 
rare  occurrence  that  it  does  not  compensate  for  the  time  spent 


Graded  Course  of  Instruction.  29 

in  syllabication,  nor  does  it  warrant  the  unnatural  appearance 
of  words  so  divided.  Besides,  any  person  having  learned 
syllabication  in  connection  with  oral  spelling  need  never  make 
mistakes  in  wi'iting,  where  the  necessity  of  dividing  words 
arises. 

However  thorough  the  drill  in  spelling  may  be,  from  the 
lessons  of  the  speller  and  reader,  every  teacher  should  have 
frequent  and  copioiis  exercises  in  spelling  words  from  other 
sources.  These  should  be  words  in  common  use,  chosen,  as 
far  as  possible,  from  the  range  of  the  pupil's  observation, 
including  the  new  words  that  arise  in  object  lessons,  and  in 
geography,  arithmetic,  grammar,  etc.  The  more  difficult  of 
these  words  should  be  written  in  columns  on  the  blackboard, 
and  studied  and  reviewed  with  the  same  care  as  lessons  from 
the  speller  and  reader.  Failures  in  spelling  these  words 
should  be  marked  with  errors,  the  same  as  failures  in  any 
other  lessons. 

Teachers  should  put  forth  their  best  efforts,  especially  in 
primary  classes,  to  secure  the  attention  of  the  pupils,  and 
render  the  lessons  as  interesting  as  possible.  Occasional 
exercises  in  "  choosing  sides,"  when  properly  conducted,  may 
be  made  highly  useful.  The  exercises  of  "spelling  down"  a 
class  may  be  resorted  to  occasionally  with  good  effect. 

If  the  teacher  finds  at  any  time,  while  conducting  an  oral 
exercise  in  spelling,  that  a  j^ortion  of  his  class  are  becoming 
listless,  he  can  easily  recall  their  attention  by  the  following 
simple  measure :  The  whole  class  pronounces  distinctly  the 
word  given  by  the  teacher,  as  notation ;  then  one  scholar  says 
?i/  the  next  0/  the  next  pronounces  the  syllable  no ,  the  next 
says  t ^  the  next  a ;  the  next  ta ;  the  next  nota;  the  next  t; 
the  next  ^y  the  next  oy  the  next  nj  the  next  tion ^  then  the 
whole  class  pronounce  the  word  notation. 

Another  useful  method  is  to  read  a  sentence  of  reasonable 
lengtli,  and  require  the  members  of  a  class  to  spell  the  words 
in  order;  the  first  scholar  spelling  the  first  word,  the  next 
scholar  the  second,  and  so  on  to  the  end. 

Pupils  may  be  allowed  to  select  words  for  each  other's 
spelling,  confining  th-ni  to  the  last  lesson  in  geography,  arith- 


30  Public  Schools. 

metic,  history,  or  grammar.  The  first  in  the  class  i^ronounces 
a  word  for  tlie  second  to  spell,  and  the  second  for  the  third, 
and  so  on,  the  last  pronouncing  a  M^ord  for  the  first.  The 
scholar  who  fails  to  pronounce  his  word  properly,  or  to  spell 
correctly  the  word  given  him,  should  take  his  seat  at  once,  and 
the  one  standing  longest  on  the  floor  be  declared  the  victor. 

No  exercise  can  be  more  frequently  varied  than  this  with 
profit  to  the  pupil. 

In  all  written  exercises  the  spelling  should  be  carefully 
scrutinized,  and  the  misspelled  words  given  to  the  pupil  or  the 
class  at  the  next  exercise,  and  it  is  better  that  the  misspelled 
word  be  re-written  correctly,  and  in  such  a  position  that  the 
false  and  true  spelling  may  be  seen  at  a  glance. 

By  arrangement  of  our  present  speller,  teachers  will  connect 
the  exercises  from  the  speller  with  the  oral  course.  The  selec- 
tion of  sections  is  made  with  reference  to  this  arrangement. 

§  11.    COMPOSITION  WRITING. 

There  is  no  school  exercise  so  generally  disliked  as  that  of 
composition  writing,  and  yet  none  may  be  made  more  attract- 
ive, and  certainly  none  is  more  valuable.  These  are  some  of 
the  first  steps  to  be  taken  : 

1.  There  should  be  no  set  time  for  the  exercise,  recurring, 
as  is  usually  the  case,  once  in  two  or  three  weeks ;  but, 
instead,  brief  and  frequent  exercises  should  be  required  at  less 
intervals. 

2.  The  subjects  should  always  be  those  about  which  the 
pupil  has  been  studying,  or  upon  which  oral  instruction  has 
been  given.  If,  for  any  reason,  the  teacher  desires  composi- 
tions upon  some  particular  topic,  that  topic  should  be  made 
the  subject  of  a  lesson  or  many  lessons,  as  its  importance  may 
demand.  Leading  questions  may  then  be  addressed  to  the 
child,  and  his  answers  will  be  his  composition  for  the  time. 
Special  commendation  should  be  given  for  any  additional  facts 
or  arguments  not  called  for  by  the  teacher. 

3.  All  errors  that  occur  in  the  use  of  words  in  spelling,  use 
of  capitals,  punctuation,  or  division  into  paragraphs,  shovdd  be 


Graded  Course  of  Instruction.  31 

carefully  marked  in  the  margin  by  the  teacher  by  the  use  of 
"  W  "  for  an  error  in  the  ix.se  of  a  word  —  "  S  "  for  errors  in 
spelling  —  "C"  in  use  of  capitals,  or  in  the  improper  use  of 
small  letters  —  "  p  "  for  punctuation  —  "  "f  "  for  improper 
divisions  into  paragraphs  —  "  O  "  for  any  omission  of  word, 
or  jiause,  or  letter.  The  proper  abbreviation  should  be  placed 
upon  the  line  in  which  the  error  occurs,  and  the  particular  spot 
may  be  indicated  by  a  dash  or  not  as  the  age  and  advance- 
ment of  the  pupil  may  seem  to  demand. 

4.  The  pupils  should  be  called  upon  to  read  these  exercises, 
and  then  written  criticisms  may  or  may  not  be  called  for, 
according  to  the  advancement  of  the  writer.  In  all  cases, 
however,  the  second  exercise  should  be  a  re-writing  of  the 
first,  with  corrections,  enlargement,  or,  what  I  think  still  bet- 
ter, cotidensation.  Let  special  praise  be  awarded  the  child 
who  has  properly  expressed  the  most  thoughts  in  the  fewest 
words. 

The  second  writing  should  be  presented  to  the  teacher  with 
the  original,  that  he  may  determine  more  I'eadily  whether  or 
not  the  needed  corrections  have  been  made. 

5.  Time  will  be  required  for  the  successful  carrying  out  of 
this  work,  but  it  need  not  be  extra  time,  for  it  may,  in  most 
cases,  take  the  place  of  written  abstracts  and  reviews,  at  least 
in  the  Grammar  Department. 

§  12.    DECLAMATIONS  AND  RECITATIONS. 

These  may  be  encouraged  in  all  the  grades,  but  they  are 
required  only  in  the  Grammar  Grades.  The  following  sug- 
gestions may  be  of  service  in  the  latter  grades  :  Let  the  exer- 
cise be  commenced  as  a  Reading  exercise,  the  pupil  standing 
upon  the  rostrum  ;  by  degrees  familiarizing  himself  with  his 
selection,  he  may  have  but  little  occasion  to  look  at  his  book, 
and  finally  may  discard  it  altogether.  One  or  more  pupils 
previously  designated  may  be  called  on  each  day,  either  at  a 
time  set  apart  for  such  an  exercise,  or,  as  seems  to  me  better, 
during  the  Reading  exercise.  Exercises  of  special  merit  may 
be  repeated  upon  public  occasions.  The  expectation  of  such 
a  call  may  serve  as  a  spur  to  careful  preparation. 


32  Public  Schools. 

%  13.    MENTAL  AEITHMETIC. 

Accuracy  in  analysis,  and  facility  in  computation,  ai'e  the 
things  to  be  aimed  at  in  this  study.  The  mind  of  the  pupil 
must  be  trained  to  act  without  the  aid  of  paper,  slate,  or 
pencil.  No  book  should  be  allowed  in  the  hands  of  the  pupil 
during  recitation..  In  all  grades,  where  a  text-book  on  this 
subject  is  used,  teachers  should  make  up  many  exercises 
similar  in  principle  to  those  of  the  book,  so  that  principles 
may  be  thoroughly  understood.  The  use  of  prescribed  for- 
mulas at  all  times  is  not  desirable.  It  cripples  independent 
action  and  thought.  After  an  example  is  wrought  according 
to  formula,  pupils  should  be  encouraged  to  present  other 
methods  of  solution,  and  should  be  commended  for  any  cor- 
rect solution,  especially  if  it  be  brief  and  intelligible. 

The  answer  should,  in  all  mental  exercises,  be  given  first, 
and  then  the  solution  may,  or  may  not,  be  given,  as  the  teacher 
may  prefer — provided^  the  teacher  is  sure  that  the  pupil 
understands  the  correct  method  of  solution.  A  solution  may 
with  profit  be  given  by  several  members  of  a  class,  each  per- 
son called  upon  taking  the  solution  exactly  where  it  was  left 
by  his  predecessor,  without  omission  or  repetition  of  a  word. 
This  practice  secures  facility,  attention,  and  accuracy.  For 
the  purpose  of  securing  solutions  according  to  a  prescribed 
formula,  concert  exercises  may  be  made  very  profitable. 
Great  pains  should  be  taken  to  secure  brevity  and  accuracy 
in  language,  in  methods,  and  in  results. 

Classes  in  arithmetic  should  have  frequent  extemporaneous 
exercises  in  combining  series  of  numbers,  involving  the  prin- 
ciples which  they  have  gone  over.  These  numbers  should  be 
given  by  the  teacher,  slowly  at  first,  and  afterward  with  more 
and  more  rapidity,  as  the  pupils  are  able  to  carry  forward  the 
computation.  The  following  is  an  example :  Take  5,  add  3, 
add  10,  subtract  9,  multiply  by  8,  add  20,  add  8,  substract  40, 
divide  by  10  —  result?  Those  who  are  prepared  to  answer 
raise  the  hand,  and  the  teacher  calls  on  one  or  more  of  them 
individually  for  the  answer,  or  on  all  together.  Exercises  of 
this  kind  should  be  commenced  as  soon  as  pupils  are  able  to 


Graded  Course  of  Instruction.  33 

add  simple  numbers  together,  and  continued  tlirougli  the 
entire  course.  Similar  examples  may  occasionally  be  carried 
rapidly  around  the  class,  each  pupil  giving  in  turn  the  result 
for  one  step  of  the  process,  with  as  little  delay  as  possible. 

In  all  exercises  of  this  kind  there  is  danger  that  but  few  will 
derive  benefit  from  them,  unless  the  teacher  is  specially  watch- 
ful, and  calls  out  often  those  who  do  not  give  evidence  in  their 
countenances  of  mental  activity.  In  all  cases  it  is  well  to  get 
answers  from  a  large  number  of  the  class  before  telling  which 
are  right.  This  course  may  be  pursued  —  An  exercise  is  given  ; 
hands  are  raised ;  some  one  called  on  gives  the  result,  and  all 
who  agree  with  the  result  given  drop  their  hands.  One  of  the 
disagreeing  ones  gives  a  result,  and  those  who  agree  drop  their 
hands  ;  and  so  on,  till  all  hands  are  down.  The  teacher  then 
announces  the  correct  answer,  or  if  it  be  not  a  lengthy  exer- 
cise, calls  upon  some  one  to  repeat  it,  giving  results  at  each 
step,   that  those  who  failed  may  see  the  cause  of  their  failure. 

S5  14.     WRITTEN  ARITHMETIC. 

The  principles  involved  in  this  study  are  of  necessity  the 
same  as  those  acquired  in  Mental  Aritlnnetic.  The  two  studies 
should  be  combined  in  all  the  higher  grades.  It  is  well  to 
require  of  pupils  an  analysis  of  every  question  presented  for 
solution  before  the  work  is  placed  upon  slate  or  black-board. 
Many  examples  given  in  Written  Arithmetic  can  be  readily 
solved  without  the  aid  of  slate  and  pencil,  and  it  is  a  waste 
of  time  to  make  of  them  any  other  than  mental  exercises, 
except  so  far  as  the  writing  out  in  full  what  is  clearly  compre- 
hended, may  serve  as  a  model  for  the  solution  of  more  diffi- 
cult problems  involving  the  same  principles.  In  such  cases 
one  model  will  generally  suffice. 

The  minds  of  pupils  are  often  confused  as  they  pass  from 
simple  to  compound  numbers  —  from  integral  to  fractional 
numbers,  under  the  supposition  that  they  are  entering  entirely 
new  fields  of  study.  The  principles  underlying  them  are  the 
same,  and  if  principles,  rather  than  rules,  be  taught,  difficulties 
vanish.  More  specific  directions  will  be  given  under  the  sev- 
eral grades. 
3 


34  Public  Schools. 

§  15.      WRITING. 

Writing  should  be  taught  as  a  simultaneous  class  exercise, 
all  the  members  of  the  class  attending  to  the  same  thing  at 
the  same  time. 

In  conducting  exercises  in  writing,  teachers  should  make 
constant  use  of  the  black-board.  Important  letters  and  princi- 
ples of  the  copy  should  be  written  on  the  board,  both  correctly 
and  incorrectly,  illustrating  the  excellencies  to  be  attained  and 
the  errors  to  be  avoided.  Teachers  who  are  not  accustomed 
to  this  mode  of  illustrating  will  find  that  they  can  easily  qualify 
themselves  to  introduce  it. 

Many  teachers  who  excel  in  imparting  a  knowledge  of  other 
branches,  teach  penmanship  only  indifferently  well.  Teachers 
who  have  little  taste  for  this  exercise  should  discipline  them- 
selves to  increased  effort.  Even  a  poor  writer  may  make  a 
good  teacher  of  penmanship ;  and  no  one  who  attempts  to 
teach  writing  is  excusable  for  not  teaching  it  successfully. 

Exercises  of  sjDecial  excellence  should  receive  marks  of  spe- 
cial credit ;  and  deficiencies  resulting  from  carelessness  or 
indifference,  should  in  all  cases  receive  marks  of  error  and 
aftect  the  scholarship  averages  as  much  as  failures  in  any  other 
lessons. 

Occasionally,  in  the  higher  grades,  it  may  be  well  to  place 
a  copy  on  the  black-board,  and  require  each  pupil  of  the  divi- 
sion to  hand  to  the  teacher,  after  so  many  minutes  practice, 
what  he  considers  the  best  imitation  of  the  copy.  For  this 
purpose  the  pupil  should  write  on  slips  of  paper,  the  copy 
being  written  but  once  ujjon  each  slip,  and  then  the  slips  being 
carefully  compared,  the  one  with  which  the  pupil  is  best  satis- 
fied should  be  handed  to  the  teacher  for  marking. 

The  practice  of  directing  the  movements  of  the  class  by 
counting  is  recommended.  The  pupils  will  thus  write  witli 
greater  care  and  precision  while  learning.  Rapid  writing  must 
succeed  slower  movements  if  at  all  successful. 


Graded  Course  of  Instruction.  35 


§16.    DRAWING. 

A  system  of  drawing  has  been  adopted  for  onr  schools. 
The  dh-ections  accompanying  the  books  will  be  strictly  fol- 
lowed. 

§  17.    SINGING. 

Little  need  be  said  npon  this  sul)ject,  since  all  the  exercises 
outside  of  the  book  used  are  under  the  direction  of  the 
teachers  of  vocal  music.  There  is,  however,  one  important 
caution  to  be  observed.  Children  should  not  be  left  to  sing 
wliile  the  teacher  is  entrasfed  in  other  work.  During  the  exer- 
cise  the  undivided  attention  of  the  teacher  should  be  given  to 
it.  Besides  the  regular  times  for  singing,  a  single  verse  sung 
with  life,  when  a  spirit  of  listlessness  or  of  weariness  seems  to 
creep  over  the  school,  will  do  much  to  awaken  and  refresh  the 
pupils.  It  is  well  to  as'^ociate  music  with  many  of  the  physi- 
cal exercises  of  the  school. 

All  the  pupils  should  give  strict  attention  to  the  exercise, 
because  nearly  or  quite  all  may  learn  to  sing,  and  because 
the  very  few  who  may  not  learn  to  sing  may  be  very  much 
profited  by  the  accompanying  exercises  —  beating  time  and 
reading  the  music.  Little  profit  will  come  from  a  singing 
exercise  unless  spirited  attention  be  given  to  it. 

§  18.    ORAL    INSTRUCTION. 

To  each  grade  some  topics  are  assigned  for  which  no  text- 
books aie  provided.  These  topics  constitute  what  we  have 
been  pk-ased  to  call  "The  Oral  Course."  This  course  is  not 
designed  to  be  exhaustive,  but  rather  to  furnish  a  little  recrea- 
tion from  the  ordinary  routine  of  book  study,  ai  the  same  time 
that  it  gives  a  simple  outline  of  matters  important  to  be  known 
by  all  pupils,  especially  by  such  as  will  be  unable  to  go  further 
than  the  outline.  Properly  understood  and  pursued  it  will 
prove  of  great  value,  both  by  reason  of  the  actual  knowledge 
gained  and  more  especially  of  the  desire  awakened  for  farther 
and  more  exhaustive  study.      The  habits  of   observation   it 


36  Public  Schools. 

demands,  and  the  interest  it  engenders  are  of  incalculable 
value  to  the  student.  The  incidental  advantage  of  leaving 
the  pupil  to  the  expi-ession  of  his  own  thoughts  and  ideas  is 
by  no  means  to  be  despised.  These  benefits  are  proportioned 
to  the  general  intelligence  and  tact  of  the  teacher,  and  the 
reflex  influence  of  "  The  Oral  Course  "  upon  the  faithful  teacher 
will  appear  in  increased  teaching  power.  New  sources  of 
illustration  are  opened,  and  the  ability  to  employ  them  is 
largely  augmented. 

Nearly  every  recitation  furnishes  occasion  for  more  or  less 
incidental  instruction,  but  the  teacher  who  embraces  every 
opportunity  to  switch  off"  upon  side  issues  may  be  sure  that  his 
time  will  be  largely  wasted.  The  thoughtful  instructor  will 
find  some  occasions  that  he  will  not  dare  neglect.  These 
generally  occur  in  the  line  of  a  well-arranged  oral  course  pre- 
pared primarily  to  suit  the  natural  order  of  development  of  the 
child's  mind,  and  secondarily  to  fit  the  text-book  studies.  lu 
both  these  paiticulars  the  course  herewith  presented  will  be 
found  better  than  the  one  it  displaces,  and  yet  it  is,  doubtless, 
susceptible  of  improvement. 

Very  many  of  the  topics  in  the  Oral  Course  can  be  treated 
most  succL-ssfully  as  Object  Lessons.  The  presence  of  the 
object  gives  life  to  the  study.  But  mere  gossip  about  the 
object  is  of  no  avail.  There  must  he  systematic  study.  JF'h-st  : 
What  do  our  senses  tell  us  t>f  the  object  presenteil  as  to  color, 
form,  taste,  smell,  etc.  Second  :  What  can  we  recall  of  the 
object  when  no  longer  seen,  heard,  tasted,  smelled  or  felt. 
Third  :  What  are  its  points  of  resemblance  or  of  contrast  when 
compared  with  other  objects  with  which  we  are  familiar. 
Fourth  :  To  which  of  the  three  kingdoms  of  nature  does  it 
belong,  and  what  shall  be  its  general  classification.  Fifth  : 
What  shall  we  infer  as  to  its  uses  and  its  j^ractical  value.  The 
present  knowledge  of  the  child  will  determine  how  much  time 
shall  be  spent  upon  each  of  the  above  divisions,  but  their 
order  may  not  safely  be  changed,  nor  should  the  attention  of 
the  child  be  diverted  from  any  one  until  some  definite  know- 
ledge is  gained. 

Teachers    should    make    thorough    preparation    for   these 


Graded  Course  of  Instruction.  37 

exercises,  and  be  sure  that  their  instructions  are  simple, 
concise,  and  accurate.  "  They  should  never  tell  a  child  what 
he  may  be  made  to  tell  them,  and  should  never  give  any 
information  without  calling  for  it  again." 

While  a  definite  time  should  be  assigned  to  this  exercise, 
and,  as  a  general  rule,  no  deviation  be  allowed  from  the 
programme,  still  occasionally  opportunities  will  arise  when  the 
object  lesson  may  be  made  more  impressive  tlian  at  any  other 
time,  and  advantage  should  be  taken  of  such  favorable 
opportunities,  tliough  it  may  call  up  objects  out  of  their 
regular  order. 

Some  of  the  facts  of  meteorology  may  be  most  vividly 
impressed  upon  the  mind  during  the  passage  of  a  sevei'e  storm. 
The  parade  of  a  menagerie  may  fu -nish  excellent  opportunities 
for  lessons  upon  the  camel  or  elephant;  the  tact  of  the 
successful  teacher  will  turn  many  such  occasions  to  good 
account. 

That  instruction  of  the  character  sketched  above  may  not  be 
entirely  neglected,  the  topics  assigned  to  each  grade  should 
be  made  a  part  of  the  examination  for  promotion  from  grade 
to  grade,  and  atlea^t  of  equal  value  with  any  other  portion  of 
the  work  of  the  grade.  In  estiuiating  results  of  this  examina- 
tion the  expression  of  the  pupil's  own  observations  and  thoughts 
upon  the  several  topics  should  be  counted  as  of  more  worth 
than  any  repeated  words  of  others  which  he  may  have  been 
required  to  commit  to  memory.  In  other  words,  the  examiner 
should  seek  to  learn  how  much  the  pupil  has  thought,  rather 
than  how  much  he  has  absorbed. 

§  19.    ABSTRACTS  AND  REVIEWS. 

Each  lesson  should  be  made,  to  some  extent,  a  review  of  the 
previous  lesson,  without,  however,  consuming  very  much  time, 
except  in  cases  in  which  tlie  previous  recitition  has  been 
unsatisfactory.  Pupils  should  understand  that  they  are  liable 
to  be  called  on  to  recite  any  portion  of  the  [)revious  lesson, 
and  questions  enougii  should  be  asked  in  review  to  make  it 
necessary  for  them  to  read  over  the  last  lesson  before  coming 


38  Public  Schools. 

to  the  recitation,  unless  their  previous  preparation  has  been 
sufficient  to  fasten  it  on  the  memory. 

The  oral  lessons  should,  in  most  cases,  be  reviewed  more 
than  once,  and  in  all  cases,  till  they  are  thoroughly  learned 
and  remembered. 

In  most  of  the  studies  one  lesson  each  week  should  be  a 
review  of  the  four  preceding  lessons. 

In  the  primary  divisions,  the  reviews  will  necessarily  be 
oral;  but  in  the  grammar  divisions  tliey  should  be  both  oral 
and  written.  In  the  1st,  2nd,  and  3rd  grades,  most  of  the 
classes  should  have  at  least  one  written  review  in  a  month, 
beside  the  oral  reviews. 

It  may  be  well,  occasionally,  to  devote  an  hour  to  a  written 
review  of  all  the  different  branches,  in  one  exercise,  selecling 
ten  or  more  questions  ^promiscuously  from  all  the  studies  of  the 
class. 

In  the  six  upper  grades,  all  the  classes  should  have 
occasional  exercises  in  writing  a  few  lines  of  prose  or  verse, 
dictated  orally  by  the  teacher,  as  a  test  of  their  proficiency  in 
spelling,  punctuation,  use  of  capitals,  penmanship,  etc.  In  the 
5th  and  6th  grades,  the  pupils  may  use  either  pen  or  pencil,  at 
the  discretion  of  the  teacher  ;  but  in  the  1st,  2nd,  3rd  and  4th 
grades  they  should  be  required  in  all  cases  to  use  a  pen.  These 
exercises  should  be  strictly  extemporaneous,  and  every  paper 
should  be  passed  to  the  desk  at  the  close  of  a  specified  time. 

One  of  the  best  methods  of  conducting  written  reviews,  is 
to  write  several  topics  distinctly  on  the  blackboard,  and 
require  the  pupils  to  expand  them  as  fully  and  accurately  as 
possible.  Each  pupil  should  be  seated  by  himself,  if 
^practicable,  and  furnished  with  pen  and  paper ;  but  he  should 
receive  no  assistance,  direct  or  indirect,  from  either  teacher  or 
text  book.  Great  care  should  be  taken  to  remove  from  the 
pupils,  as  far  as  possible,  all  temptation  to  seek  assistance  from 
books,  or  papers,  or  class-mates.  When  two  pupils  of  a  class 
are  seated  at  the  same  desk,  it  is  often  desirable  to  have  two 
sets  of  questions  of  about  equal  difficulty  —  one  set  for  all  the 
pupils  sitting  at  one  end  of  the  de.^ks,  and  one  for  those 
sitting  at  the  other  end. 


Graded  Course  of  Instruction.  39 

Written  reviews  are  among  the  most  successful  means  that 
can  be  employed  f.)r  securing  thoroughness  and  accuracy  of 
scholarship.  They  aiford  a  reliable  test  of  the  pupil's  know- 
ledge of  the  subject,  cultivate  habits  of  freedom  and  accuracy 
in  the  use  of  language,  and  aiford  a  valuable  discipline  to  the 
mind,  by  throvving  the  pui)il  entirely  upon  his  own  resources. 

In  addition  to  the  written  reviews,  teachers  of  the  higher 
divisions  should  require  frequent  written  exercises  in  connection 
with  the  daily  recitations  in  history,  grammar,  arithmetic,  etc. 

All  written  reviews  and  abstracts  should  pass  under  the 
critical  examination  of  the  teacher ;  the  important  errors 
should  be  corrected  ;  and  pupils  presenting  papers  carelessly 
"written,  should  be  required  to  re-write  them. 

§  20.  PROMOTIONS  FROM  GRADE  TO  GRADE. 

The  subjects  of  study  embraced  in  the  course  are  fixed  by 
the  Board  of  Education,  and  promotions  from  grade  to  grade 
must  depend  upon  the  mastery  oT  these  subjects.  None  should 
be  omitted,  and  the  test  examination  should  be  equally 
thorough  upon  all. 

As  a  general  rule  the  capacity  of  the  several  pupils  of  a  class 
will  be  found  of  the  same  grade,  so  that  they  will  be  best 
advanced  by  being  kept  together,  and  yet  individual  instances 
will  present  themselves  upon  which  the  Principal  of  the  school 
must  exercise  his  discretion  and  the  best  interests  of  the  pupil 
will  control  his  action.  No  pupil  should  be  kejjt  back  simply 
because  the  teacher  desires  to  retain  him  in  his  class,  and 
none  pushed  forward  simply  because  the  teacher  desires  to 
get  rid  of  him. 

In  all  cases  the  good  of  the  pupil  or  of  the  class  will  con- 
trol the  Principal  in  determining  the  time  of  examination  for 
promotion. 

An  average  attainment  of  from  90  to  70  per  cent,  of  correct 
answers  (graded  from  90  for  the  lowest  grade  to  70  for  the 
highest)  upon  all  the  studies  of  the  grade,  may  serve  as  good 
ground  for  promotion.  An  entire  failure  in  Reading,  Writing 
or  Arithmetic  should  be  a  bar  to  a  pupil's  progress  from  grade 


40  Public  Schools. 

to  grade,  unless  something  beyond  the  pupil's  control  occasion 
the  failure. 

The  ambition  of  very  worthy  teachers  sometimes  leads  to 
crowding  classes  through  a  jDarticular  grade.  Such  a  course, 
if  carried  beyond  the  natui-al  development  and  growth  of  the 
child's  mind,  works  injury  in  the  end,  and  his  course  in  other 
grades  must  suffer  a  check. 

No  classes  should  be  hurried  through  a  grade  nor  should 
any  be  delayed  beyond  a  reasonable  time  in  a  grade,  because 
a  general  examination  is  either  feared  or  desired. 

In  the  Grammar  Department,  the  time  of  a  school  year  is 
not  too  long  for  completion  of  the  work  of  a  grade,  and  as  a 
general  rule  it  is  long  enough. 

In  the  Primary  Department,  from  six  months  to  a  school 
year  will  serve  as  about  the  proper  time  for  completion  of  the 
work  of  each  of  the  several  grades. 

Questions  for  examination  should  not  be  confined  to  the  text 
of  the  book  studied.  The  majority  of  the  questions  may  be 
taken  from  the  text-book  and  part  should  be  put  in  such  a 
manner  as  to  test  the  pupil's  general  knowledge  of  the  subject 
upon  which  he  is  examined. 

In  each  list  of  questions  one  or  two  may  with  propriety  be 
presented  upon  such  parts  of  previous  grade  work,  as  are 
closely  connected  with  the  grade  work  of  the  class. 


SPECIFIC   DIRECTIONS   ACCOMPANYING 
THE  SEVERAL  GRADES. 

TENTH  GRADE. 

OUTLINE. 

Languitge  and  Vocal  Culture. — Rending  from  canls  and  fi'om  black- 
board, one  hundred  words,  both  printed  and  script.  Hpecial  attention 
to  tones  in  reading,  spelling  and  reciting.  Music. — Reading  and  rote 
songs.    Spelling. — Words  learned  orally. 

Numbers. — Counting,  reading  and  writing  numbers  to  100. 

Writing  and  Drawing. — Each  child  to  write  his  own  name  and  the 
words  learned  from  cards  and  blackboards.  Drawing  simple  forms 
directed  by  the  teacher. 

Miscellaneous.  —  Mur(ds  and  Manners,  as  occasions  may  suggest  or 
necessity  require.  Physical  Exercises,  frequent,  varied  and  brief. 
Human  body  and  its  parts.  Five  senses,  their  organs  and  use.  Com- 
mon Objects  with  more  observable  properties. 

No  text-books  required.  Just  before  promotion  to  the  Ninth  Grade, 
pupils  may  have  the  First  Reader  put  into  their  hands  until  they 
become  familiar  with  the  method  of  holding,  finding  and  keeping  the 
place  while  reading.  The  place  to  be  found  by  pages  and  not  by 
lessons. 

PROGRAMME. 

Four  Classes — Sixteen  Class  Exercises — Eight  General  Exercises.. 

§  21.     LANGUAGE  AND  VOCAL  CULTURE. 

Meadirig. —  If  any  single  method  of  teaching  tliis  branch 
must  be  pursued  to  the  exclusion  of  all  others,  it  should  be  the 
word-method.  But  no  such  necessity  exists,  nor  would  such 
a  course  be  at  all  desirable  or  i)i-otitable.  Prominence  should 
be  given  to  the  word-method.  The  cards  furnish  words,  and 
the  child  should  be  made  so  familiar  with  them  that  he  can 
call  them  at  sight,  without  the  necessity  of  allowing  him  time 
to  examine  the  component  parts  of  the  word.  He  should 
learii  the  names  of  words  as  he  learns  his  schoolmates,  from 
their  general  form  and  peculiarities.     That  he  may  distingtiish 


42  Public  Schools. 

John  from  Harry,  he  does  not  necessarily  notice  each  feature 
of  each  boy,  but  the  general  impression  made  u23on  his  mind 
enables  him  to  distinguish  the  one  from  the  other.  When 
close  resemblances  exist,  it  is  necessary  that  his  attention  be 
called  to  some  one  distinguishing  feature.  Were  the  pupil 
called  upon  only  to  learn  words  that  are  quite  or  entirely  dis- 
similar to  each  other,  no  other  than  the  word-method  would 
be  needed,  but  to  every  word  he  learns  to-day  he  will  find  ere 
long  some  other  word  quite  similar  in  form.  He  should,  there- 
fore, be  taught  the  separate  features  of  each  word,  that  where 
he  finds  one  generally  similar  he  may  be  able  to  fasten  upon 
some  point  of  diflerence  that  may  serve  as  his  guide  in  nam- 
ing his  acquaintances. 

Hence,  the  word-method  should  be  followed  or  accompanied 
by  the  analytic  and  synthetic,  or  spelling  method.  In  using 
the  cards  a  large  number  of  exercises  may  be  introduced 
besides  those  found  thereon.  The  words  may  be  combined 
into  an  almost  infinite  variety  of  sentences.  The  teacher  may 
give  short  and  simple  sentences,  containing  words  found  upon 
the  cards,  and  require  the  pupils  in  turn  to  find  the  words 
upon  the  cards,  or  she  may  require  some  one  pupil  to  point 
out  the  words  while  the  class  reads  the  sentence  after  his 
j^ointing.  Sentences  may  be  printed  upon  the  board  and  tlie 
pupils  be  required  to  find  the  words  upon  the  cards.  The 
practice  of  framing  words  into  sentences  is  of  great  import- 
ance, so  that  the  child  may  attach  some  ideas  to  words  read, 
and  thus  avoid  tones  so  common  to  those  who  repeat  mere 
words  without  ideas. 

It  is  well  to  keep  a  list  of  words  printed  upon  the  board,  to 
which  may  be  added  some  new  word  each  day. 

In  introducing  the  words  from  the  primer,  the  pupils  should 
not  have  the  book,  but  should  learn  the  words  as  printed  by 
the  teacher.  These  Avords  should  be  framed  into  sentences 
unlike  those  found  in  the  primer,  so  that  when  the  ninth  grade 
is  reached  and  the  pupil  takes  the  primer  into  his  hands,  he 
will  meet  familiar  words,  but  in  new  relations,  and  from  the 
same  words  with  which  he  has  become  acquainted  he  will  gain 
new  ideas.     The  oral  exercises  should  be  made  subservient 


Graded  Course  of  Instruction.  43 

to  tins  reading  exercise.  The  cliild  sliould  be  tanglit  the 
names  of  objects  about  vvliich  lie  is  learning,  unless  they  be 
too  difficult,  so  that  he  may  recognize  the  word-picture  of  the 
object  as  he  recognizes  any  other  picture.  Nearly  all  mono- 
syllabic names  of  common  objects  he  may  learn  in  connection 
with  his  object  lessons,  without  much  extra  effort  on  the  part 
of  the  teaclier.  Indeed,  each  reading  lesson  should  be  made, 
in  part,  at  least,  an  object  lesson. 

No  exercise  in  reading  or  in  any  other  branch  of  this  grade 
should  be  continued  when  the  class  shows  signs  of  weariness, 
or  of  uncontrollable  inattention.     See  §  9. 

Spelling. — Spelling  by  letters  may  properly  be  extended  to 
all  words  learned,  but  spelling  by  sounds  should  be  confined 
at  first  to  such  words  as  contain  only  the  simplest  elemental 
sounds. 

Let  the  teacher  take  special  pains  to  secure  accurate  and 
distinct  articulation  of  the  vowel  sounds  heard  in  the  syllables 
attached  to  the  notes  of  the  scale,  as  do,  re,  rai,fa,  sol,  la,  si, 
do,  long  o,  long  a,  long  e,  and  Italian  a.  Connected  with 
these  vocal  exercises  should  be  associated  exercises  in  breath- 
ing—  such  as  silent  and  prolonged  inhalation  and  exhulatiun, 
silent  and  rapid  breathing,  quick  and  full  inhalation  followed 
by  prolonged  and  silent  exhalation,  prolonged  and  silent  inha- 
lation, followed  by  rapid  exhalation;  rapid  inhalation  with 
explosive  exhalation.  All  these  exercises  in  breathing  should 
be  very  short. 

Vocal  exercises  may  also  be  combined  with  physical  exer- 
cises, especially  in  the  utterance  of  the  vowel  sounds,  each 
being  connected  with  some  movement  of  hands  or  feet. 

The  exercises  may  be  varied  also  as  to  time,  pitch,  and  vol- 
ume. Sounds  may  be  prolonged  or  shortened,  may  be  made 
high  or  low,  may  be  given  in  a  whisper  or  with  full  tone. 

3IhsIc. —  This  branch  is  under  the  direction  of  the  Teacher 
of  Music. 

§  22.    NUMBERS. 

In  this  exercise,  at  first,  pebbles,  beans,  or  better  still,  small 
blocks  an   inch    square    should  be  used.     Children   may  also 


44  Public  Schools. 

make  marks  upon  their  slates,  and  count  them,  or  they  may 
be  required  to  make  a  certain  number  of  maiks  not  excet  ding 
one  liundred.  In  counting  tliey  should  be  required  to  com- 
mence at  any  point  and  count  either  forward  or  backward. 
They  should  be  able  to  call  at  sight,  and  to  write  the  Arabic 
numbers  as  far  as  one  hundred. 

This  ijractice  may  be  extended  to  counting  scholars  in  the 
room,  in  the  class,  or  upon  the  play-ground,  to  counting  the 
panes  of  glass  in  the  windows,  or  any  other  objects  on  or 
about  the  school  premises. 

§  23.    WRITING  AND  DRAWING. 

Writing. — The  children  of  this  grade  may  be  taught  the 
use  of  the  pencil  in  making  small  letters  in  script  form.  They 
should  be  taught  how  to  hold  the  pencil  in  forming  such  let- 
ters. The  exercise  should  be  a  simultaneous  exercise,  and 
should  be  conducted  by  the  teacher  carefully  and  s_ystem- 
atically. 

It  is  well  for  the  teacher  to  write  eacli  child's  name  upon 
his  slate  in  permanent  form  by  tlie  use  of  an  iron  pencil,  or 
with  ink  upon  the  slate  frame,  tiiat  the  child  may  have  a  per- 
manent coi^y  to  imitate  in  the  writing  of  his  name.  With  the 
single  exception  of  the  initials  of  the  child's  name,  no  capital 
letters  will  be  written  in  this  grade. 

Draioing. —  It  is  designed  that  the  simplest  forms  shall  be 
used  in  the  drawing  exercise.  Straight  lines,  triangles  of  dif- 
ferent kinds,  the  square,  and  tiie  rectangle.  The  names  need 
not  be  given,  the  object  being  skill  in  the  use  of  the  pencil. 
The  teacher  sliould  sketch  objects  of  diff'erent  kinds,  embrac- 
ing the  figures  given  above,  and  draw  upon  the  board,  giving 
the  pupils  opportunity  to  follow  line  by  line.  After  the  first 
attempt  with  the  model  before  them  upon  the  board,  they 
should  be  encouraged  to  make  many  copies.  Occasionally 
they  may  be  allowed  to  put  their  various  forms  together  to 
suit  their  own  tastes. 


Graded  Course  of  Instniction.  45 

g  24.    MISCELLANEOUS. 

Common  Objects. —  Since  the  tenth  grade  shouhl  be  regarded 
as  a  bridge  from  the  freedom  of  home  life  to  the  more  regular 
discipline  of  the  school  room,  the  first  lessons  should  be  simple, 
conversational  exercises  upon  home  objects,  with  which  the 
children  are  already  familiar,  and  in  which  they  feel  tlie  great- 
est interest;  their  toys,  their  pets,  their  plays,  their  friends, 
etc.,  etc.  They  should  be  encouraged  to  give  the  teacher  all 
the  knowledge  they  possess,  and  should  be  stimulated  to  learu 
by  careful  observation  more  than  they  already  know.  Habits 
of  observation  and  of  accuracy  in  the  use  of  language  are  of 
the  first  importance.  Pupils  should  be  encouraged  to  bring 
to  the  teacher  objects  for  examination,  so  far  as  it  may  be 
done  conveniently  and  with  propriety.  There  need  be  no 
limit  as  to  the  character  of  these  familiar  objects.  All  observa- 
ble properties  should  be  noted  without  any  very  rigid  attempt 
at  classification.  Short  and  pertinent  anecdotes  may  enforce 
the  lesson  which  should  always  cease  the  moment  the  interest 
of  the  class  flags.  If  the  child  in  this  grade  can  be  induced  to 
pass  along  with  all  his  senses  in  active  exercise,  very  much 
good  will  be  accomplished.  As  to  size,  color  and  parts  of 
these  common  objects,  the  aim  should  be  to  secure  the  child's 
own  ideas  and  to  correct  such  as  are  erroneous,  in  all  cases 
avoiding  the  use  of  difficult  words,  and  making  the  instruction 
as  simple  and  as  comprehensive  as  possible. 

The  Five  Senses. — As  the  child  comes  in  contact  with  ob- 
jects in  his  daily  life,  he  will  see,  hear,  smell,  touch  or  taste 
them.  Upon  some  objects  a  single  sense  may  be  employed; 
upon  others,  several  or  even  all.  It  is  important  at  the  outset 
that  he  learn  something  about  the  organs  of  seeing,  hearing, 
smelling,  feeling,  and  tasting,  and  their  proper  uses.  ]Much 
may  be  said  of  the  blind,  and  the  acuteness  of  their  other 
senses,  and  so  of  the  deaf,  and  of  the  reasons  why  persons  burn 
deaf  do  not  learn  to  speak.  The  proper  care  of  each  of  the 
organs  should  be  enforced.  The  duty  of  sympathy  for  the 
untbrtunate  should  be  impressed  upon  the  minds  of  all.  The 
methods  of  instruction  of  the  blind  and  of  the  deaf  mutes  will 


46  Public  Schools. 

interest  and  profit  those  who  have  not  ah-eady  some  knowledge 
of  them.  The  comparison  of  these  methods  with  theirs,  and 
the  occasion  those  in  full  possession  of  their  senses  have  for 
gratitude,  will  serve  as  the  basis  of  important  lessons. 

The  Human  Body. —  This  topic  should  embrace  only  the 
more  general  divisions  of  the  body,  as,  the  head  and  its  parts, 
skull,  face,  ears,  eyes,  nose,  mouth,  chin,  and  thuir  relative 
position  and  uses;  body,  chest,  neck,  throat,  lungs,  heart, 
stomach ;  limbs,  arms,  legs,  elbows,  wrists,  hands,  fingers, 
knees,  ankles,  feet,  toes.  Sometliing  may  be  said  about  the 
bones  and  the  flesh,  but  only  such  things  as  a  child  may  com- 
prehend.    See  §  18. 

MORALS  AND  MANNERS.      See  §  4. 

PHYSICAL  EXERCISES.    See  §  3. 


XINTH  GRADE. 

OUTLINE. 

Language  and  Vocal  Culture. — Reading  from  the  First  Reader,  also 
fifty  new  words  found  in  the  Second  Reader,  both  printed  and  script. 
Meaning  and  use  of  period,  interrogation  mark  and  hyphen.  Distinc- 
tion between  an  assertion  and  a  question,  with  proper  inflections  at  the 
close  of  each.  Spelling  by  sound  monosyllabic  words  without  silent 
letters  ;  spelling  words  read  (orally).     Music. — reading  and  rote  singing. 

Numbers. — Reading  and  writing  numbers  to  1,000.  Additioii  and 
subtraction  tables  to  5's.  Adding  columns  of  single  figures,  sum  not 
exceeding  1.5,  or  any  two  numbers  of  not  more  than  three  figures,  such 
that  the  sum  of  no  two  figures  of  the  same  order  shall  exceed  9.  Rapid 
combinations  in  adding  and  subtracting  in  no  case  exceeding  15.  Roman 
numerals  to  L. 

Writing  and  Drawing. —  Writing  words  from  Reading  lessons,  small 
letters.    Drawing  simple  forms  directed  by  the  teacher. 

Miscellaneous. — Morals  and  manners  as  in  the  Tenth  Grade.  Physi- 
cal exercise  as  in  the  Tenth  Grade.  Domestic  animals.  Primary  colors. 
Three  kingdoms  of  nature. 

No  text-book  required  excejjt  the  First  Reader. 

PROGRAMME. 

Four  Classes  —  Fourteen  Class  Exercises — Eight  General  Exercises. 


Graded  Course  of  Instruction.  47 

§  25.    LANGUAGE  AND  VOCAL  CULTURE. 

Reading  and  Spelling. — In  this  grade  pupils  are  introduced 
to  tlie  use  of  a  book.  Much  care  should  be  taken  to  teach 
llie  child  how  to  hold  his  book  and  to  turn  the  leaves  properly. 
The  book  should  always  be  held  in  the  left  hand,  having  the 
thumb  and  little  finger  upon  the  face  of  the  book  when 
opened,  and  the  other  fingers  upon  the  back.  The  index  finger 
of  the  right  hand  may  then  be  used  to  aid  the 'child  in  keeping 
his  place,  or  to  turn  the  leaf  when  needed. 

The  pupils  should  be  able  to  point  out  and  explain  the 
title-page^  table  of  contents,  leaves,  pages,  margins,  frontis- 
piece,  and  the  headings  or  the  titles  of  the  lessons. 

While  the  pupil  reads  the  first  part  of  the  reader,  it  is  well 
that  a  portion  of  each  exercise  be  devoted  to  teaching  the  new 
words  that  will  be  found  in  the  last  part  of  the  book  and 
extending  the  exercise  as  the  pupil  advances,  even  to  the  new 
words  found  in  the  first  part  of  the  second  reader.  In  doing 
this,  care  should  be  taken  to  construct  sentences  unlike  those 
found  in  the  book.  The  words  and  sentences  should  be 
taught  from  the  board,  unless  the  words  are  found  upon  the 
card  used. 

In  preparing  an  exercise  in  spelling,  it  is  highly  important 
that  young  pupils  should  hear  the  words  pronounced  by  the 
teacher.  A  very  useful  method  is,  for  the  teacher  first  to 
pronounce  all  the  words  of  the  lesson  distinctly,  while  the 
pupils  listen  attentively  and  point  to  the  words  in  the  books, 
as  they  are  pronounced.  Next,  the  teacher  pronounces  one 
word,  which  is  repeated  by  the  first  scholar  in  the  class ;  then 
another  word,  which  is  repeated  by  the  second  scholar,  and  so 
on.  After  this,  if  time  permits,  the  teacher  and  class  may 
pronounce  in  concert,  and  then  the  class  pronounce  in  concert 
without  the  teacher. 

All  the  spelling  lessons  should  be  neatly  written  or  printed 
by  the  pupils  on  their  slates,  and  the  class  should  be  required 
to  read  the  words  from  their  slates  in  connection  with  the 
spelling  exercises.     See  also  §§9,  10,  21. 

All  spelling  by  sound  should  be  most  carefully  attended  to, 


48  Public  Schools. 

and  each  sound  of  the  word  spelled  should  be  given  with 
promptness  and  precision.  Too  much  stress  can  not  be  laid 
upon  the  importance  of  distinct  aiticulation.  The  lazy  and 
slovenly  habit  sometimes  formed  of  sliding  all  the  sounds 
together  can  not  be  too  strongly  condemned.  Each  sound 
must  be  clearly  and  sharply  defined,  or  the  exercise  is  a 
positive  injury  to  the  pupil.  If  teachers  will  observe  carefully 
the  position  of  the  organs  in  the  utterance  of  each  sound,  the 
defective  utterance  of  his  pupils  may  be  very  readily  cured. 

3Iusic. — The  teacher  will  follow  the  instruction  of  the 
Music  Teacher. 

§  26.    NUMBERS. 

Arabic  Notation. — The  conversion  of  words  into  figures  or 
of  figures  into  words  will  be  found  useful  exercises,  also 
requiring  the  pupil  to  write  and  to  read  as  many  numbers  as 
he  can  form  from  a  given  number  of  digits,  for  example  : 
Give  3,  0,  and  1.  Result,  1,  3,  5,  13,  15,  31,  51,  35,  53,  135, 
153,  315,  351,  513,  531.  In  examples  like  this  no  number 
written  should  exceed  1000.  The  exercise  may  be  varied  by 
permitting  the  pupil  to  repeat  any  one  of  the  figures  or  all  of 
them,  if  he  prefers,  thus.  111,  113,  115,  331,  333,  etc.,  etc. 

Moman  Notation. — After  the  child  has  learned  the  letters 
representing  certain  numbers  as  far  as  50,  a  good  review 
exercise  is  found  in  placing  upon  the  board  a  certain  letter,  and 
requiring  the  pupil  to  give  as  many  numbers  in  Roman 
characters  as  will  require  the  use  of  that  letter.  Given  V. 
Besult,  V,  XV,  XVI,  XVII,  XVIII,  XXV  etc.,  with  the 
Arabic  Notation  for  each. 

Addition  and  Subtraction. — The  children  shouM  be  taught 
to  construct  their  own  addition  tables  by  the  use  of  the  slate 
and  pencil,  and  a  great  variety  of  exercises  may  be  introduced 
that  shall  give  them  facility  in  adding  and  subtracting  as  far 
as  the  grade  extends.  As  indicating  some  of  the  exercises 
that  may  be  given,  the  following  may  serve,  it  being  under- 
stood that  the  blank  space  is  to  be  filled  by  the  child  : 


Graded  Course  of  Instructio7i.  49 


1+2= 

0—3  = 

1+1+2+3= 

2  +  3  = 

10—2  = 

2+  +1+1=S 

3+  =7 

14—4  = 

1  +  1  +  1+  =11 

+  9  =  12 

—3  =  8 

4+1+1+3= 

These  exercises  may  be  extended  with  profit,  if  the  teacher 
is  careful  that  the  sum  of  the  numbers  given  shall  not  exceed 
5  +  10  or  15. 

All  counting  of  fingers  should  be  forbidden,  and  all  other 
artificial  helps  discouraged,  as  soon  as  it  is  possible  for  the 
pupil  to  work  mentally. 

WRITING. 

DRAWING. 

§27.    MISCELLANEOUS. 

Domestic  Animals. — The  cat,  the  dog,  the  horse,  the  cow, 
the  sheep,  the  hog,  the  hen,  the  duck,  the  goose,  the  turkey, 
etc.,  may  serve  as  illustrations.  Their  general  structure,  their 
relative  size,  and  their  clothing  or  covering  may  be  considered. 
The  head,  eyes,  eai's,  nose,  and  feet  of  each  should  be  quite 
fully  discussed.  The  varieties  of  tone  in  their  utterances ; 
their  modes  of  defence  when  attacked  ;  their  methods  in  lying 
down  and  in  rising,  or  their  positions  while  resting,  and  tlieir 
varied  movements  in  walking,  running,  flying,  etc.,  their  kinds 
of  food,  and  their  teeth  (where  any  are  observable),  should  be 
made  prominent  topics  of  conversation.  Anecdotes  showing 
their  intelligence,  sagacity  and  cunning,  should  be  drawn  from 
the  children,  or  given  to  them  to  be  called  for  again.  Instances 
of  afiection  for  one  another  or  for  man,  and  of  treacliery,  will 
be  found  interesting  and  profitable. 

Primary  Colors. — These  are  red,  blue  and  yellow.  Pieces 
of  paper  or  of  cloth  having  any  one  of  these  colors  may  be 
constantly  before  the  child  as  book-marks.  Flowers  may  be 
compared  with  some  one,  or  all,  of  these  patterns  and  their 
colors  approximately  determined.  Nothing  should  be  said  of 
other  colors,  until  these  are  made  familiar  to  the  child.  The 
4 


50  Public  Schools. 

following  distinctions  may  be  properly  observed  :  light  red, 
red,  and  dark  red;  light  blue,  blue,  and  dark  blue  ;  light  yellow, 
yellow,  and  dark  yellow.  All  objects  that  have  any  one  of 
these  colors  may  be  talked  about  with  reference  to  their  color, 
and  may  be  compared  with  other  objects  similar  in  color. 

Classification  of  Natural  Productions. — Many  objects  may 
have  been  discussed  in  the  presence  of  the  tenth  grade  classes 
that  will  come  properly  before  them  in  the  remaining  grades 
of  the  Primary  Department,  but  thus  far  there  has  been  no 
attempt  at  classification.  Tiie  object  has  been  to  awaken 
curiosity  in  any  direction  pleasing  to  the  child.  With  this 
grade  commences  a  system  to  be  followed  through  succeeding 
grades.  Tiie  classification  of  all  objects  under  three  general 
heads  —  animal,  vegetable,  and  mineral — 'according  to  the 
three  great  kingdoms  of  nature.  It  will  be  sufficient  for  the 
purposes  of  classification  to  give  the  following  definitions. 
Animals  are  living  beings,  having  the  powers  of  seeing,  hear- 
ing, smelling,  feeling  and  tasting,  and  also  having  the  power 
■of  voluntary  motion.  Vegetables  are  living  thing-*,  but  do 
aiot  have  the  powers  of  sensation  or. of  voluntary  motion.  All 
other  objects  are  minerals.  These  distinctions  are  correct, 
though  the  limits  between  animals  and  vegetables,  and  between 
vegetables  and  minerals  are  not  easily  determined,  so  that  in  a 
very  few  instances,  not  often  brought  to  the  notice  of  children, 
it  is  difficult  to  place  objects  in  their  proper  class.  The  course 
to  be  pursued  may  be  briefly  sketched  thus.  An  object  is 
presented.  The  following  series  of  questions  may  be  asked  : 
Has  it  life?  Can  it  move  of  itself?  Can  it  see?  Can  it 
hear  ?  Can  it  smell  ?  Can  it  feel  ?  Can  it  taste  ?  If  all  these 
questions  can  be  answered  in  the  affirmative  there  is  no  doubt 
that  it  is  an  animal.  If  all  must  be  answered  in  the  negative, 
it  must  be  a  mineral.  If  the  first  question  can  be  answered  by 
yes,  and  all  the  others  must  be  answered  by  no,  then  it  is  a 
vegetable.  This  exhaustive  process  may  be  carried  out  in  full 
or  in  part,  in  all  cases,  until  the  child  classifies  realdily.  Diffi- 
culties will  arise  when  dead  animals  are  j^resenied,  and 
especially  when  ripened  and  perfected  fruits  and  esculent 
vegetables  are  considered,  but  in  such  cases  the  difficulty  may 


Gi'aded  Course  of  Instruction.  51 

be  solved,  if  instead  of  asking  the  questions  propounded  above, 
the  form  be  varied  so  as  to  read:  Has  it  ever  had  life?  Has 
it  ever  seen?  etc.,  etc.  Has  it  ever  had  the  power  of  volun- 
tary motion  ?  Let  the  questions  be  asked  either  in  tlie  one 
form  or  the  otlier  whenever  a  new  object  is  presented,  and 
there  will  be  little  danger  of  improper  classifications. 

Animal  productions  may  also  be  discussed.  Such  things  as 
have  at  any  time  formed  part  of  any  animal,  are  animal  pro- 
ductions, as  feathers,  hair,  bristles,  etc.,  etc. ;  hides,  skins, 
furs,  leather,  etc.,  etc. ;  bone,  ivory,  horn,  shells,  etc.,  etc.  In 
the  same  manner  vegetable  and  mineral  productions  may  be 
discussed.     See  §  18. 

PHYSICAL  EXERCISES.    See  §  3. 

MORxVLS  AXD  MANNERS.    See  §  4. 


EIGHTH  GRADE. 

OUTLINE. 

Language  and  Vocal  Culture. —  Second  Reader.  Comma,  semicolon 
and  colon  without  rules.  Exclamation  point  and  its  use.  Use  of  capi- 
tal letters  at  the  commencement  of  sentences,  and  of  names  of  persons, 
and  the  words  I  and  O.  Spelling  by  sound  any  monosyllabic  words. 
Spelling  words  read  (orally).     Masie.    Reading  and  rote  singing. 

Namhers. — Reading  and  writing  numbers  to  10,000.  Addition  and 
subtraction  tables  completed.  Adding  numbers,  sum  not  to  exceed 
10,000.  Subtracting  numbers  of  four  figures  or  less,  of  such  character 
that  each  figure  of  the  minuend  shall  equal  or  exceed  the  correspond- 
ing figure  of  the  subtrahend.  Multiplication  and  division  tables  to  o's. 
Roman  numerals  to  C.  Rapid  combinations  in  addition,  subtraction, 
multiplication  and  division,  not  exceeding  50. 

Writing  and  Drawing. — Writing,  small  letters  and  capitals,  words 
from  Reading  Lessons.     Drawing. 

Miscdlaneoij/s. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Divisions  of  Time  and  their  names, 
with  proper  abbreviations.     Secondary  Colors.     Wild  animals. 

PROGRAMME. 

TJiree  or  Four  Classes  —  Ttcelce  Class  Exercises  —  Six  or  Eight  General 

Exercises. 


52  Public  Schools. 


§  28.    LANGUAGE  AND  VOCAL  CULTURE. 

Heading  and  Spelling. — The  directions  given  under  the 
Ninth  Grade  are  so  applicable  here  that  they  need  not  be 
repeated.     §§  9,  10,  25. 

Puhctuation  Marks. — The  names  and  uses  of  the  marks 
given  in  the  outline,  are  all  that  is  required  in  this  grade. 
The  teacher  may  dictate  sentences  that  require  the  use  of 
pauses  learned  in  this  and  in  the  previous  grade,  and  thus  give 
the  pupils  practice  in  their  use  by  requiring  them  to  punctuate 
properly  the  sentences  given.  These  sentences  should  contain 
no  words  not  familiar  to  the  pupil,  so  that  full  attention  may 
be  given  to  punctuation. 

Use  of  Capitals. — This  may  be  taught  in  connection  with 
the  written  exercises,  which  may  be  copied  from  the  reader  or 
from  dictation  by  the  teacher. 

Jfusic. — As  in  other  grades,  under  direction  of  the  Music 
Teacher. 

§  29.     NUMBERS. 

Arabic  and  Homan  Notation. — As  in  previous  grade,  with 
extension  to  suit  the  outline. 

MaltipUcation  and  Division  Tables. — As  practical  ex- 
ercises in  review  of  these  tables,  examples  like  the  following 
may  be  given  the  pupil  to  work  upon  while  the  teacher  is 
employed  with  other  jjujjils. 

4x8=  16^4=  4x3-^-2  = 

3X    =18  -^3  =  5  5x4-^    =10 

XG  =  12  12-H    =3  x3-^5  =  6 

The  blank  space  is  to  be  filled  by  the  child.  An  exercise  a 
little  in  advance  of  the  above  may  be  given  as  follows  : 

What  numbers  multiplied  together  will  produce  12,  15,  18^ 
24,  42,  or  x       =16.  X       =30.  x       =25. 

Care  being  taken  not  to  go  beyond  the  table  of  5's,  or  not  to 
exceed  the  product  50. 

Additio7i  and  Subtraction  of  Written  Numbers. — The 
examples  given  children  should  be  exceedingly  simple  at  first, 


Graded  Course  of  Instruction.  £^3 

and  care  should  be  taken  tliat  they  do  tlieir  work  properly 
and  within  the  limit  established  by  the  outline.  A^  the  work 
of  written  addition  commences  here  really,  (since  in  previous 
grades,  nothing  is  allowed  that  involves  what  is  usually  called 
"  carrying  for  tens,"  or  reducing  to  higher  denominations) 
pains  must  be  taken  to  cultivate  a  right  habit  of  adding.  To 
illustrate.     Given  a  column  of  figures  : 

say,  6  Improper. — Eight  and  one  are  nine,  nine 

"^         and   live    are  fourteen,  fourteen   and  three 

are  seventeen,  etc. 
J  -P;-o/?er.  — Eight,  nine,  fourteen,  seventeen 

8         etc.,  the  pupil  giving  only  results  at  each 
—         step,    thus    securing  attention  and  facility. 

25  Proper. — Seven,      thirteen,      twenty-one, 

^^  twenty-five,  thirty=three  tens,  and  no  units. 

,^  Then  three,  five,  six,  seven,  ten,  twelve  = 

27  one  hundred,  and  two  tens. 

120 

Coinhinations. — The  teacher  must  aim  to  secure  attention 
and  ready  thought. 

WRITING. 

DRAWING. 

§  30.     MISCELLANEOUS. 

Divisions  of  Time. — This  should  include  the  year;  the 
months  and  their  names  ;  the  days,  and  the  names  of  the  days  of 
the  week;  the  seasons,  their  names,  and  the  names  of  the 
months  in  each  season.  The  pupil  may  also  learn  something 
of  the  method  by  which  the  time  is  determined  by  the  clock. 

Secondary  Colors — These  are  violet,  indigo,  green,  and 
orange.  The  first  two  are  composed  of  red  and  blue ;  the 
third  of  yellow  and  blue,  and  the  last  of  red  and  yellow.  Any 
piece  of  glass  that  will  give  the  solar  spectrum  may  be 
brought  into  the  school  room,  and  the  child  may  point  out  the 
various  colors,  both  primary  and  secondary;  pieces  of  cloth 


54  Public  Schools. 

or  of  paper  may  also  be  used  as  standards  to  which  objects 
may  be  applied  when  the  color  is  to  be  tested.  These 
standards  should  be  of  a  decided  color.  But  little  time  should 
be  spent  in  this  grade  upon  the  color  of  objects,  unless  it 
"approximates  quite  near  to  some  one  of  the  seven  colors 
already  given. 

The  teacher  will  find  great  help  in  fixing  the  composition  of 
secondary  colors  in  the  mind  of  the  child  if  she  will  place 
upon  the  board  with  colored  crayons  some  diagram  of  colors. 
I  know  of  no  better  form  than  to  arrange  the  colors  of  the 
solar  spectrum  in  a  circle,  placing  the  secondary  colors 
between  the  primaries  that  compose  them  ;  orange  between 
red  and  yellow ;  green  between  blue  and  yellow ;  and  violet 
and  indigo  between  red  and  blue  (the  violet  being  next  the  red 
and  indigo  next  the  blue.) 

Wild  Animals. —  Much  that  was  said  under  the  head  of 
domestic  animals  in  the  ninth  grade  is  applicable  here.  A 
few  only  of  the  more  common  field  animals  should  be  treated 
of,  and  generally  such  as  children  have  some  opportunity  of 
seeing.  The  elephant,  the  camel,  the  deei',  the  bear,  the  tiger, 
the  fox,  the  rabbit,  the  eagle,  the  owl,  the  pigeon,  the  whale, 
the  trout,  the  caterpillar,  the  bee,  the  house-fly,  and  the 
mosquito  may  be  sufficient  examples. 

Only  their  most  observable  properties  are  to  be  treated  of 
It  must  be  remembered  that  children  of  this  grade  need  simple 
language,  and  not  the  scientific  terras  of  the  books.     See  §  18. 

PHYSICAL  EXERCISES.    See  §  3. 
MORALS  AND  MANNERS.    See  §  4. 


Graded  Course  of  Instruction.  55 


SEVENTH  GRADE. 

OUTLINE. 

Languafje  and  Vocal  Culture. — First  half  of  Third  Reader.  Quotation 
marks,  and  their  use.  Use  of  capitals  in  all  proper  names  the  pupils 
have  occasion  to  write.  Construction  of  simple  sentences  requiring  the 
use  of  the  period  and  interrogation  point.  Spellinrf  by  sound  words 
in  reading  lesson,  except  the  most  difficult.  Spelling,  with  use  of  the 
Speller.  Abbreviation  of  words  that  are  usually  abbreviated.  Music — 
Reading  and  rote  singing. 

Numbers. — Reading  and  writing  numbers  to  100,000.  Multiplication 
and  division  tables  completed.  Addition  and  subtraction  of  numbers, 
sum  or  minuend  not  to  exceed  live  figures.  Multiplication  of  any  num- 
ber, not  exceeding  four  figures,  by  any  single  figure.  Division  of  any 
number,  each  figure  of  which  is  an  exact  multiple  of  tlie  divisor. 
Roman  numerals  to  M.  Rapid  combination  in  addition,  subtraction, 
multiplication  and  division,  not  exceeding  100.    Primary  arithmetic 

Writing  and  DraiDing. — Writing  words  in  reading  and  other  lessons. 
Drawing  from  cards. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Lines  and  angles.  Trades,  tools  and 
materials.    Wild  animals. 

PROGRAMME. 

Three  Classes  —  Twelve  Glass  Exercises  —  Six  General  Exercises. 

§  31.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.    See  §  9. 

Spelling. —  In  this  grade  the  child  is  introduced  to  the  use  of 
the  spelling  book.  When  the  lesson  is  assigned,  the  teacher 
should  carefully  pronounce  each  word  of  the  lesson  and  require 
the  class  to  repeat  it  in  concert,  having  their  attention  fixed 
upon  the  word,  so  that  when  the  word  is  studied  by  the  class 
at  their  seats,  no  incorrect  or  imperfect  pronunciation  shall 
make  trouble  when  the  recitation  comes.     See  §  10. 

JIusic. —  Instruction  given  by  Music  Teachers. 

Construction  of  Sentences. —  In  this  exercif<e  tlie  pupil  may 
be  required  to  ask  a  question  bearing  upon  his  lessons  and 
then  to  answer  it,  or  he  may  express  in  his  own  language  what 
he  has  learned  about  some  object  embraced  within  "  The  Oral 


56  Public  Schools. 

Course."  At  any  rate  let  the  exercise  have  some  other  end  in 
\'\Q\y  than  the  mere  writing  of  the  sentences. 

Punctuation  Marks. —  The  teacher  may  dictate  exercises 
requiring  the  pupil  to  punctuate  them  properly,  or  the  pupil 
may  be  required  to  correct  an  exercise  written  upon  the  board 
without  capitals  or  25un(ftuation. 

Abbreviations.—  Whenever  a  word  is  spelled  that  is  usually 
abbreviated,  its  proper  abbreviation  shall  be  taught,  or  required 
if  already  learned  at  the  time  of  spelling.  No  extra  time  need 
be  given  to  abbreviations. 

§  32.      NUMBERS. 

Arabic  Notation  and  Roman  Notation. —  See  instruction 
of  previous  grade,  and  extend  to  suit  outline. 

Multiplication  and  Division  Tables. —  Extend  instructions 
of  previous  grades. 

Addition  and  Subtraction. —  The  only  new  feature  intro- 
duced is  that  usually  called  "  borrowing  "  in  subtraction.  The 
principle  that  includes  this  process  can  be  easily  explained  to 
a  cliild  in  many  ways.  He  has  a  ten  cent  piece  and  five  cents 
in  his  pocket.  He  buys  a  pencil  for  seven  cents.  It  is  evi- 
dent that  he  can  not  pay  for  it  out  of  his  five  cents,  and  he 
must  "  break"  his  ten  cent  piece  —  having  three  cents  of  tiiat 
left,  which,  with  his  five  cents,  makes  to  hiui  a  remainder  of 
eight  cents.  These  concrete  illustrations  may  be  given,  and 
then  the  abstract  be  used.  Seven  ones  can  not  be  subtracted 
from  five  ones,  but  it  may  be  subtracted  from  one  ten  or  ten 
ones,  leaving  three  ones,  which,  Avith  the  five  ones  he  had 
before  makes  eight  ones  as  his  remainder. 

Multiplication  and  Division  of  Written  Number's. —  Multi- 
plication should  be  considered  as  a  short  method  of  adding 
and  should  be  illustrated  by  its  corresponding  example  iu 
addition : 

The  principle  of  "  carrying  " 

I  1354:  is  precisely  the  same  as  in  ad- 

1354)  J  1354  dition  —  and  for  a  time  it  may 

4  f  1  1354  ,  „  ■        ,        1  M  1 
1354           "^  '^^'^^^  ^^  requu'e  the  child  to 

5416  prove  his  multiplication  by  ad- 

5416  dition. 


Graded  Course  oj" Instruction.  57 

Pi'bnary  Arithmetic. — This  book  is  introduced  as  a  text- 
book first  into  this  grade.  The  puj)il  may  study  it,  but  he 
should  not  h.vve  it  in  recitation.  The  recitation  should  be 
purely  mental.  Occasionally  it  may  be  well  for  the  teacher  to 
place  some  pupil  before  the  class  who  shall  read  the  example 
to  be  solved,  that  her  whole  attention  may  be  given  to  the 
solution.  In  every  ca^e  the  answer  should  be  given  first  and 
then  the  solution  required,  except  in  cases  in  which  the  only 
method  of  solution  possible  is  a  mere  useless  repetition  of 
words.  Under  this  exception  come  such  cases  as  the  follow- 
ing: What  is  the  product  of  6  by  5  ?  To  attempt  any  soluiion 
of  this  question  is  waste  of  time.  The  same  may  be  said  of 
"  Plow  many  times  is  5  contained  in  25  ?"  The  ansvver  is  5, 
and  that  is  all  that  can  properly  be  required.  A  word  as  to 
solution  of  concrete  examples  may  not  be  inappropriate.  The 
order  should  be  :  First,  the  answer  ;  second,  the  repetiiion  of 
the  question ;  third,  the  statement  of  the  general  principle 
underlying  the  solution,  and  lastly  the  solution.  To  illustrate  : 
J^'oblem  :  At  three  dollars  a  pair  what  will  five  pairs  of  shoes 
cost?  Answer:  Fifteen  dollars.  (Repetition  of  question.) 
General  principle  :  Five  pairs  of  shoes  will  cost  five  times  as 
much  as  one  pair.  Solution  :  Since  one  pair  of  f*hoes  costs 
three  dollars,  five  pairs  of  shoes  will  cost  five  times  three 
dollars  or  fifteen  dollars.  Therefore,  etc.  This  whole  process 
need  not  be  repeated  in  every  instance,  especially  when  the 
pupils  have  become  familiar  with  it.     See  §  13. 

WRITING. 
DRAWING. 

§  33.     MISCELLANEOUS. 

Lines  and  Angles. — This  introduces  the  subject  of  Geom- 
etry. Great  care  must  be  taken  to  make  definitions  clear, 
concise  and  truthful.  The  meaning  and  application  of  the 
terms,  straight,  curved,  croohed,  horizontal,  vertical  and 
oblique,  as  applied  to  lines,  should  be  impressed  upon  the 


58  Public  Schools. 

mind  of  the  child  by  many  illustrations,  each  of  which  he 
should  be  called  upon  to  repeat  or  to  present  in  some  new- 
form. 

With  reference  to  angles,  the  terms  acute,  obtuse  and  right 
must  be  employed,  and  with  the  right  angle,  the  term  perpen- 
dicular should  be  explained.  While  the  terms  vertical  and 
perpendicular  are  in  some  respects  synonymous,  it  will  be 
better  for  the  child  that  he  be  taught  the  term  perpendicular 
only  in  connection  with  the  right  angle  when  two  lines  are 
used,  for  such  is  its  proper  use  in  Geometry.  A  vertical  line 
can  have  but  one  direction,  and  that  is  toward  the  zenith. 
A  perpendicular  line  may  be  either  vertical,  oblique  or  hori- 
zontal, provided  only  it  form  a  right  angle  with  some  other  line. 

In  connection  with  their  Drawing,  the  children  may  have 
frequent  apj^lications  of  the  terms  used  in  connection  with  this 
part  of  their  course. 

W^lld  Animals. — Extending  the  instruction  of  the  previous 
grade  beyond  the  more  observable  properties,  their  peculiar 
structure,  their  resemblances  to  domestic  animals,  their  habits 
of  livingj  their  weapons  of  warfare,  the  modes  of  capture,  and 
their  degrees  of  intelligence  should  be  learned.  Each  teacher 
may  extend  this  list  as  far  as  time  and  the  interest  of  the 
class  Avill  admit.  At  each  lesson  some  instructive  anecdote 
should  be  given,  and  the  same  should  be  called  for  at  the  next 
recitation. 

Trades,  Tools  and  Materials. — In  calling  out  the  knowledge 
of  the  child  upon  this  topic,  such  trades  as  are  connected  with 
the  absolute  necessities  of  life  should  be  first  considered;  first, 
because  the  most  important ;  and  then  because  these  afibrd  the 
most  abundant  facilities  for  observation.  Of  such  are  the 
trades  of  the  carpenter,  the  mason,  the  painter;  the  shoe- 
maker, the  tailor,  the  milliner;  the  blacksmith,  the  plumber, 
the  tinworker ;  the  farmer,  the  miller,  the  baker;  the  house- 
mover,  the  sewer-builder,  the  cistern-maker,  etc.,  etc.  The 
names  and  uses  of  the  several  tools  employed  by  each  trades- 
man, and  the  materials  wrought  upon,  Avith  the  articles  manu- 
factured, should  be  called  for.     By  way  of  review,  take  some 


Graded  Course  of  Instruction.  59 

object,  the  school -room  for  example,  and  inquire  how  many- 
tradesmen  have  had  something  to  do  in  its  construction,  what 
tools  and  what  materials  they  used.     See  §  18. 

PHYSICAL  EXERCISES.    See  §  3. 
MORALS  AXD  MANNERS.    See  g  4. 


SIXTH  GRADE. 

OUTLINE. 

Langun/je  and  Vocal  Culture. — Third  Reader  compbted.  Spelling — 
by  sounds,  any  words  read.  Spelling  oral  and  written,  from  Speller, 
with  abbreviations  of  such  words  in  spelling  lessons  as  are  usually 
abbreviated.  Delinitions  of  words.  Construction  of  sentences  compris- 
ing words  from  spelling  lessons,  with  special  attention  to  the  use  of 
capitals  and  punctuation  as  far  as  taught.     Music — Reading. 

Numbers. — Reading  and  writing  numbers  of  two  periods.  Add,  sub- 
tract, multiply  and  divide  so  that  the  sum,  minuend,  product  or  divi- 
dend shall  not  exceed  two  periods,  multiplier  two  ligures,  divisor  one 
figure.    Rapid  combinations.     Primary  arithmetic. 

Writing  and  Drawing  — Use  of  copy  book,  pen  and  ink  in  writing. 
Drawing  from  cards. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Articles  eaten  and  worn.  Plane  fig- 
ures, with  review  of  lines  and  angles.  Circle  and  its  parts.  Map  of 
Chicago,  with  physical  features  of  the  American  Continent,  and  use  of 
terms  defining  divisions  of  land  and  water,  with  simple  illustrations. 

PROGRAJOIE. 

Three  Classes  —  Ten  or  Twelce  Class  Exercises  —  Six  General  Exercises. 

§34.    LANGUAGE  AND  VOCAL  CULTURE. 

Meadiyif/. — See  previous  grades  and  §  9. 
SpelUmj. — See  previous  grades  and  §  10. 
Abbreviations. — See  Seventh  Grade. 
Construction  of  Sentences. — See  Seventh  Grade. 
Jfnsic. — Instructions  given  by  Music  Teacher. 
Definitions. — These  should  be  given  in  language  understood 
by  the  pupil.     Unless  the  words  given  in  defining  be  more 


6o  Public  Schools. 

easily  coraprebencled  by  the  child  than  is  the  word  defined, 
the  time  spent  upon  this  work  is  worse  than  wasted.  To  test 
the  pupil's  knowledge  of  the  meaning  of  words,  he  may  be 
required  to  substitute  for  the  words  denned  others  that  shall 
convey  essentially  the  same  idea.  Occasionally,  the  exercise 
of  reading  some  selected  passage  with  as  many  words  substi- 
tuted as  can  be  done  without  changing  the  meaning  of  the 
passage,  is  desirable.  The  passage  selected  for  such  an  exer- 
cise should  in  all  cases  be  within  the  easy  comprehension  of 
the  pupil. 

§35.    NUMBERS. 

Rt'ading  and  'Writing  JSFumhers. — Instruction  in  previous 
grades  extended  to  the  limits  of  the  outline. 

Addition,  Subtraction,  Maltiplication  and  Division  of 
Written  Numbers. — The  only  new  principle  introduced  here 
is  that  involved  in  dividing  numbers,  each  figure  of  which  is 
not  an  exact  multiple  of  the  divisor.  The  principle,  applied 
in  part  to  subtraction,  of  reducing  a  unit  of  a  higher  order 
to  units  of  the  next  lower  order,  in  order  to  obtain  a  minuend 
large  enough  to  answer  the  demands  of  the  subtrahend  is 
applicable  here  to  its  full  extent.  The  remainder  at  each  step 
of  the  process  in  division  must  be  reduced  to  units  of  the  next 
lower  order  that,  with  the  units  of  that  order  ah-eady  given,  a 
new  dividend  may  be  formed,  and  thus  no  part  of  the  number 
is  really  left  undivided.  The  tact  of  the  teacher  will  devise 
ready  illustrations  of  the  principle. 

Primary  Arithmetic.  —  See    instructions    under   Seventh 
Grade,  and  §  13. 

A  very  useful  exercise  in  numbers  that  will  employ  pupils 
while  the  teacher  is  busy  with  other  classes,  is  sketched 
below : 

5  87  5  31,250 

9  78  15  6,250 

45 

The  process  is  to  be  continued  which  is  indicated  in  each 
column,  whether  it  be  addition,  subtraction,  multiplication 
or  division,  and  may  be  carried  either  to  the  lowest  possible 


Graded  Cotwse  of  Instruction.  6i 

figure  on  the  one  hand,  or  to  the  limit  of  numbers  allowed  the 
grade  on  the  other.  Such  exercises  employ  children  whose 
time  can  not  be  wholly  devoted  to  study  of  books.  The  child 
must  not  be  told  by  the  teacher  what  to  do  with  the  examples, 
but  he  must  determine  for  himself. 

Combinations. — These  exercises  should  be  continued  either 
as  written  or  oral  exercises,  better  both,  as  time  may  permit. 

VTi'iting. — The  use  of  the  pen  is  first  i-equired  in  this  grade. 
The  points  to  be  attended  to  are,  the  kind  of  pen  used,  the 
manner  of  holding  the  same,  the  precautions  to  be  taken 
against  soiling  the  fingers  and  blotting  the  paper,  and  the 
cleaning  of  the  pen  after  its  use.  Each  pupil  should  have  a 
small  piece  of  paper,  upon  which  to  try  the  pen  before  writing, 
also  a  blotter  to  keep  under  the  hand  while  writing  so  that  the 
paper  may  not  become  oily  by  the  frequent  passing  of  the 
hand  over  it.  To  secure  neatness  and  uniformity,  the  teacher 
should  direct  all  the  movements  of  the  class  in  writing, 
requiring  all  to  write  the  same  words  at  the  same  time,  and 
allowing  no  rambling  writing.  If  a  pupil  is  absent  upon  any 
day  set  for  writing,  his  book  will  show  a  complete  blank  for 
that  day.  The  teacner  may  or  may  not  give  him  permission  to 
make  up  his  loss,  as  the  circumstances  attending  his  absence 
may  warrant. 

DRAWING. 

§  36.     MISCELLANEOUS. 

Plane  Figures,  the  Circle  and  its  Parts. — Extending  this 
exercise  from  the  seventh  grade,  the  following  figures  should 
be  described :  equilateral,  isosceles,  scalene  and  right  angled 
triangles ;  rectangles  (the  square  and  the  oblong) ;  the 
rhombus  and  the  trapezium  ;  the  circle,  circumference,  arc, 
diameter,  radius,  chord,  segment,  sector,  semi-circle  and 
quadrant. 

Articles  Eaten  and  Worn. — The  more  common  articles  of 
food  and  of  a2)parel  are  to  be  taken  up.  Children  will  need  a 
map  before  them  that  they  may  find  the  places  from  which 
the  articles  are   brought.     Special  paius  should  be   taken  to 


62  Public  Schools. 

distinguish  home  from  foreign  producU.  The  methods  of 
growth,  and  the  preparation  needed  to  fit  articles  of  food  for 
the  table,  and  the  j)rocess  of  manufacture  of  articles  of 
wearing  apparel ;  the  different  kinds  of  food  and  of  clothing 
suited  to  warm  and  to  cold  climates  ;  the  kinds  of  animals 
best  fitted  to  our  wants,  both  with  reference  to  food  and  to 
clothing;  the  articles  raised*  and  manufoctured  at  home  that 
are  sold  in  exchange  for  foreign  articles.  These  topics  should 
occupy  the  attention  of  the  children,  until  they  have  some 
knowledge  of  articles  found  upon  the  table  and  in  the 
wardrobe. 

To  make  the  matter  more  definite,  it  will  be  sufiicient  to 
treat  of  the  following  articles  of  food  and  of  apparel : 

Of  Food. — Different  kinds  of  flour  and  meal,  as  wheat,  rye, 
corn  and  oats,  and  the  modes  of  preparation  of  each  ;  bread 
of  different  kinds,  and  how  made  ;  butter  and  cheese;  meats, 
as  beef,  pork,  mutton,  poultry,  fish,  how  prepared  for  market 
and  how  cooked  ;  salted  meats  ;  sugars  of  different  kinds,  and 
how  made ;  tea,  coffee,  and  chocolate. 

Of  Apparel. —  Name  five  articles  each,  made  of  wool,  of 
cotton,  and  of  silk ;  two  articles  made  of  flax ;  how  silk,  cot- 
ton, wool  and  flax  are  obtained,  what  articles  are  made  from 
leather  and  how  leather  is. manufactured. 

Oral    Geography. —  The  features  of    a  continent  may   be 
illustrated  by  things  that  come  within   the  observation  of 
child  almost  every  day. 

The  facts  of  geography  should  be  made  attractive  by  many 
and  simple  illustrations.  After  a  rain  storm  there  may  be 
found  in  the  school-yard  miniature  representations  of  islands, 
capes,  bays,  rivers,  isthmuses,  straits,  peniiTsulas,  etc.,  etc.  The 
child's  capacity  to  estimate  distances  should  be  cultivated,  so 
that  he  may  expand  the  little  miniature  world  before  him  in 
the  playground  into  the  real  world. 

He  may  sketch  the  block  upon  which  he  lives,  giving  the 
names  of  the  streets  bounding  it,  and  locating  prominent 
buildings  as  well  as  his  own  residence.  This  sketch  may  be 
extended  by  degrees  until  he  has  a  general  idea  of  the  map  of 


Gi'aded  Course  of  histruction.  G-i^ 

tlie  city.     Proportion  sliould  be  carefully  observed  and  rela- 
tive distances  maintained. 

An  outline  map  in  tlie  school  room  will  aid  the  teacher  in 
this  part  of  her  work.     See  §  18. 

PHYSICAL  EXERCISES.     See  §  3. 

MORALS  AND  MANNERS.    See  §  4. 


FIFTH  GRADE. 

OUTLINE. 

Language  and  Vocal  Cidltire. — Fourth  Reader,  first  half  and  half  of 
Introduction.  Phonic  Analysis  as  given  in  the  Reader.  Construction 
of  sentences  as  in  the  Sixth  Grade,  and  written  reviews,  special  atten- 
tion being  given  to  punctuation,  capitals,  and  the  proper  use  of  pro- 
nouns. Definitions.  Spelling — oral  and  written,  from  Speller,  with 
such  abbreviations  as  are  made  of  words  spelled.     Music — Reading. 

Numbers. — Reading  and  writing  numbers  to  three  periods.  Addition, 
subtraction,  multiplication  and  division  ;  numbers  in  no  case  exceeding 
three  periods,  multiplier  three  figures,  divisor  one  figure.  Rapid  com- 
binations.    Intellectual  arithmetic. 

GeograpJiy. —Ynma.ry  Geography  through  the  United  States.  Map- 
drawing  from  copy. 

Writing  and  Drawing. — Writing  with  ink  in  copy-book.  Drawing 
from  cards. 

Miscdlaneoics. — Morals  and  Manners,  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Classification  of  animals.  Trees, 
fruits  and  flowers.    Weights  and  measures. 

PROGRAMME. 

Two  or  Three  Classes  —  EigM  or  Ten  Class  Exerciser  —  Foior  or  Five  Gen- 
eral Exercises. 

§  37.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.    See  §  9. 

SPELLING.      See  §  10. 

DEFINITIONS.      See  §  31. 


64  Public  Schools. 

Phonic  Analysis. —  One  point  should  be  taken  up  at  a  time 
and  mastered,  with  frequent  reviews  of  what  has  been  pre- 
viously learned,  especially  in  cases  of  possible  combinations  of 
sounds  already  learned  with  the  one  under  study.  The  atten- 
tion of  the  class  must  be  held  to  the  subject  of  the  lesson,  and 
with  the  understanding  that  a  little  well  done  is  better  than 
much  superficial  work. 

CONSTRUCTION  OF  SENTENCES.    See  §  11. 

ABBREVIATIONS. 

Music. —  Instruction  given  by  Music  Teacher. 

§  38.     NUMBERS. 

WRITTEN  NUMBERS.      See  §  14. 

INTELLECTUAL  ARITHMETIC.    See  §  13. 

A  few  suggestive  exercises  are  given  here :  What  is  the 
difterence  between  six  times  four,  and  ninety-six  divided  by 
eight?  and  others  like  it.  Beginning  at  five  times  three, 
count  by  threes,  or  fours,  or  fives,  as  far  as  seven  times  eleven. 
From  thirty-six  divided  by  four,  count  by  fives  till  you  reach 
a  point  nearest  nine  times  seven.  An  almost  infinite  variety 
of  such  exercises  maybe  prepared  by  the  teacher  and  assigned 
to  the  class. 

Such  exei'cises,  together  with  those  suggested  under. previ- 
ous grades,  will  furnish  a  constant  and  thorough  review  of  all 
the  tables. 

§  39.     GEOGRAPHY. 

Primary  Geogra2)hy. —  Much  reliance  must  be  placed  upon 
map-drawing,  that  the  pupil  may  gain  some  more  permanent 
knowledge  than  memorizing  of  the  text  will  secure. 

Map  drawing  should  be  confined  to  imitations  of  the  maps 
before  him,  and  credit  should  be  given  for  a  neat  map  of  good 
proportions,  without  reference  to  the  scale  upon  which  it  is 
drawn.      The  scale  should  be  determined  by  the  size  of  the 


Graded  Course  of  Instruction.  65 

paper,  or  of  the  slate  used.  It  is  better,  however,  to  enlarge 
than  to  diminish  the  scale  of  the  map  used  as  a  copy,  provided 
only  that  proper  proportions  be  preserved. 

A  little  practice  upon  drawing  of  coast  lines,  rivers,  and 
mountain  chains  will  add  beauty  to  the  maps  and  increase 
interest  in  the  study.  Pupils  in  geography  may  imagine  them- 
selves travelers  and  be  called  upon  to  give  direction  of  route, 
prominent  natural  objects  observed,  the  location  and  size,  as 
compared  with  their  own  city,  of  a  few  important  cities,  and 
the  means  of  travel,  whether  by  rail,  boat  or  otherwise. 

WRITING. 
DRAWING. 

§40.    MISCELLANEOUS. 

Glassijication  of  Animals. —  Following  the  preceding  grades 
in  which  animals,  domestic  and  wild,  have  been  considered, 
it  is  desirable  that  children  should  be  taught  to  classify  the 
animals  about  which  they  have  learned,  and  here  is  introduced 
the  general  classification  into  beasts,  birds,  fishes,  insects  and 
reptiles.  The  animals  about  which  they  have  already  learned 
something,  may  now  be  re-examined  with  reference  to  the  par- 
ticular class  to  which  they  belong,  and  other  examples  of  each 
of  these  classes  may  be  presented.  The  distinguishing  fea- 
tures, or  rather  such  as  are  most  readily  recognized  by  the 
child,  should  be  carefully  considered. 

■  Such  as  their  structure  —  vertebrate  or  invertebrate, —  biped 
or  quadruped, — warm-blooded  or  cold  blooded, — their  methods 
of  locomotion,  walking,  flying,  swimming,  or  creeping, —  the 
elements  in  which  they  live,  air,  earth,  or  water, —  their  pecu- 
liar habits  of  life,  etc. 

Trees. —  Such  trees  as  children  have  the  opportunity  of  se  e- 
ing  and  of  studying  should  be  selected.  Their  general  struc- 
ture, their  bark  and  their  leaves,  may  be  discussed  in  such  a 
way  as  to  teach  a  child  the  difierence  between  an  oak,  a 
hickory,  a  maple,  a  Cottonwood,  an  elm,  a  pine,  and  a  cedar, 
etc.  Their  method  of  growtli,  the  uses  of  their  roots,  and  of 
their  leaves,  should  be  understood. 


.66  Public  Schools. 

Plants  and  Vegetables. —  The  names  of  the  more  eoraraon 
garden  and  house  plants,  and  their  manner  of  growth,  their 
times  of  flowering,  etc.,  belong  to  this  grade.  All  garden 
vegetables,  especially  such  as  are  esculents  may  be  discussed 
as  to  their  manner  of  growth,  from  the  first  sprouting  of  the 
seed  to  the  fall  development  of  the  vegetable,  and  as  to  their 
form,  size,  color  and  parts. 

Fruits  and  Flowers. —  Fruits  will  have  found  a  place  amonig 
articles  eaten,  but  should  be  taken  up  again  in  connection  with 
flowers,  till  the  full  process  from  the  first  opening  of  the 
flower  to  the  perfection  of  the  fruit  is  understood.  Tlie  fruits 
are  to  be  treated  as  containing  the  seeds,  or  as  the  seeds  them- 
selves, that  will  bring  forth  other  flowers  and  fruits. 

In  discussing  flowers,  the  prominent  parts  of  the  flower 
should  be  shown,  and  their  names  and  uses  learned,  such  as 
stem,  calyx,  petals,  stamens,  pistils,  pollen,  and  seed-vessels. 
The  enlargement  of  the  seed-vessel,  as  in  the  apple,  pear,  etc., 
and  the  beautiful  illustration  of  the  use  of  pollen,  as  seen  in 
the  growth  of  corn,  especiall}'^  when  different  kinds  of  corn 
are  planted  near  each  other,  may  be  made  a  profitable  study. 
'Weights  and  Measures. — The  child  will  here  be  required  to 
estimate  both  weights  and  measures.  Each  school  should  be 
furnished  with  standards  of  comparison,  so  that  the  accuracy 
of  the  child's  knowledge  may  be  tested.  So  far  as  measures 
are  concerned,  the  most  convenient  standard  may  be  made  out 
of  a  pointer,  by  putting  brass  tacks  with  small  heads  at  dis- 
tances of  one  inch,  three  inches,  six  inches,  nine  inches  or 
one-quarter  yard,  one  foot,  one-half  yard  and  one  yard  from 
the  end,  or  small  sticks  of  various  lengths  may  be  used. 
Children  should  be  required  to  draw  lines  of  different  lengths 
and  apply  the  measure  after  they  have  been  drawn.  So  may 
lines  or  figures  of  certain  lengths  or  surfaces  be  divided  evenly 
or  unevenly,  always  applying  the  test  after  the  work  has  been 
done. 

Let  the  class,  at  a  given  signal,  draw  lines  one  foot  in 
length,  and  teacher  and  pupils  test  the  accuracy  of  the  work 
by  applying  the  standard.  After  successful  trials,  represent 
combinations  of  the  standards  in  lines  of  two  and  three  feet* 


Graded  Course  of  Instruction,  67 

Now  let  the  pupils  aj^ply  these  units  to  space  and  objects  ia 
the  room. 

Again,  let  the  pupils  draw  lines  one  foot  in  length,  and  divide 
each  line  into  two  equal  parts;  each  of  these  parts  into  two 
other  equal  parts,  continuing  the  division  till  the  line  has  been 
divided  into  inches.  Having  a  clear  idea  of  the  above  units, 
assume  points  at  the  distance  of  an  inch,  a  foot,  two  feet,  and 
a  yard,  and  let  them  be  connected  first  by  continuous  lines, 
and  afterward  by  dotted  lines. 

Around  a  given  point,  as  a  centre,  at  a  distance  of  one 
inch,  let  a  circumference  be  drawn.  Around  the  same  center, 
at  the  distance  of  two  inches,  a  second  circumference  ;  at  the 
distance  of  three  inches,  a  third.  In  this  manner  let  succes!?ive 
circumferences  be  drawn  until  the  distance  from  the  center  to 
the  last  is  twelve  inches.  The  exercise  may  be  varied  by 
increasing  or  diminishing  the  distances. 

The  above  exercises  may  serve  the  double  purpose  of 
educating  the  eye  in  the  measurement  of  distances  and  as 
preliminary  to  Map  Drawing.     See  §  18. 

PHYSICAL  EXERCISES.      See  §  3. 
MORALS  AND  MANNERS.     See  §  4. 


68  Public  Schools. 


FOURTH  GRADE. 


Language  and  Vocal  Culture. — Fourth  Reader  completed.  Phonic 
Analysis  from  the  Reader.  Elementary  Grammar,  such  as  is  generally 
found  in  Introduction  to  Grammar.  Spelling — Oral  and  written,  with 
abbreviations  of  words  usually  abbreviated.  Music.  Declamations 
and  recitations. 

Numbers. — Rudiments  of  Arithmetic  to  division  of  fractions;  Intellec- 
tual Arithmetic ;  rapid  combinations. 

Oeograpliy. — Primary  Geography  completed.  Map-drawing  from 
memory. 

Writing  and  I)rawi?ig. — Writing  in  copy-books  and  writing  spellers. 
Drawing  from  cards. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Kinds  and  properties  of  matter. 
Metals  and  metallic  ores.    Rectangular  and  spherical  solids. 

PROGRAMME. 

Two  Classes  —  EtgJit  Class  Exercises  —  Six  General  Exercises. 

§  41.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.    See  §  9. 

SPELLING.    See  §10. 

PHONIC  ANALYSIS.    See  §  37. 

ABBREVIATIONS. 

Grammar. —  Though  a  text-book  is  used  in  this  grade, 
instruction  should  be  largely  oral.  It  is  not  desirable  that  all 
the  critical  observations  pertaining  to  the  science  should  be 
studied  by  the  pupil,  at  least  not  until  a  later  period,  when  the 
whole  subject  is  reviewed.  Practice  is  worth  more  than  pre- 
cept in  this  study.  Hence  illustrative  exercises  of  the  rules 
given,  especially  in  connection  with  the  errors  noticed  in  the 
every-day  conversation  of  the  children,  will  be  of  great  value. 
If  the  study  of  grammar  be  extended  so  that  what  is  learned 


Graded  Coui'se  oj"  Instruction.  69 

then  is  applied  to  all  the  speaking  and  writing  of  the  cliild,  it 
will  be  less  dry  and  more  valuable.  Every  recitation  should 
include  the  use  of  language.  As  additional  exercises,  the 
pupil  may  be  required  to  bring  to  the  class  a  large  number  of 
words,  which  are  names  of  objects  —  afterwards  of  objects 
limited  somewhat  as  those  having  life  or  destitute  of  life,  etc., 
introducing  thus  a  review  of  "The  Oral  Course."  Selecting 
an  object,  at  first  a  living  object,  require  simple  sentences  that 
shall  assert  what  the  object  does,  each  sentence  containing 
but  one  verb.  Following  this  course  of  synthesis,  other  sen- 
tences may  be  prepared  that  shall  include  modifying  words, 
first  adjectives,  then  adverbs.  Farther  on  other  words  may 
be  introduced,  until  all  the  parts  of  speech  are  understood  in 
their  general  uses.  Analysis  of  sentences  constructed  should 
follow ;  each  pupil  taking  the  sentence  of  some  other  pupil. 
Theory  must  in  this  grade  give  place  to  Practice. 
JIuslc. —  Instruction  by  Music  Teacher. 

DECLAMATIONS  AND  RECITATIONS.     See  §  13. 

§  43.      NUMBERS. 

Written  Arithmetic. —  As  stated  in  a  previous  section,  the 
greatest  difficulty  in  the  j^ath  of  a  pupil  is,  to  acquire  facility 
in  the  application  of  principles  learned  to  examples  of  varied 
form  and  phraseology.  The  teacher  should,  therefore,  study 
to  present  examples  in  great  variety  of  form,  still  involving 
the  princijile  underlying  the  lesson.  Questions  should  be 
varied  in  form,  even  though  the  same  a  isvver  be  required, 
nntil  the  pupil  forgets  formulas,  and  lays  fast  hold  of  princi- 
ples. This  will  require  time,  patience,  and  a  great  deal  of 
ingenuity  on  the  part  of  the  teacher.  Pupils  should  always 
receive  some  credit  for  correct  analysis  and  correct  reasoning, 
even  if  the  answer  be  wrong.  It  is  better  to  have  correct 
reasoning  and  a  wrong  answer,  than  correct  answers  with  no 
reasoning  at  all.  The  best  thing  of  all  is,  correct  answers 
obtained  by  a  correct  process  of  reasoning.  The  process  by 
which  the  result  is  to  be  obtained  should  be  called  for  fre- 
quently during  a  recitation ;  and  in   all  cases    where   a  new 


70  Public  Schools. 

example  is  given,  some  pupil  of  the  class  should  be  required 
to  give  the  process  of  solution.  The  thorough  training  of 
pupils  in  the  earlier  stages  of  study,  especially  in  mathematics, 
saves  much  time  in  the  future. 

The  pupil  should  be  taught  the  principle  underlying  every 
process  in  the  fundamental  rules  of  arithmetic.  It  is  easier  for 
the  time  to  teach  the  child  to  place  units  under  units  and  tens 
under  tens,  but  the  principle  which  pertains  everywhere  is  to 
place  numbers  of  the  same  denomination  under  each  other  for 
addition. 

It  is  easier  to  say  "  Begin  at  right-hand  column,"  but  true 
principle  requires  us  to  —  begin  at  lowest  denomination.  After 
adding  a  column,  it  is  easier  to  say  "  put  down  the  right- 
hand  tigure  and  carry  the  left-hand  figure  to  the  next  column," 
but  the  principle  is  —  to  reduce  the  number  you  have  to  the  next 
higher  denomination,  placing  your  remainder  under  the 
column  added,  since  it  is  of  the  same  denomi?iation  with  it, 
and  adding  the  result  of  your  reduction  to  the  column  to  which 
it  belongs.  The  child  will  see  that  the  result  is  the  same,  and 
will  wonder  why  he  should  not  follow  the  easier  course. 
The  teacher  knows  that  the  principle  runs  through  compound 
numbers  as  well  as  simple  numbers,  and  once  learned  it  is  a 
great  help  in  the  future  progress  of  the  child.  A  little  care 
now,  saves  much  wonder  and  perplexity  in  future  grades. 
These  hints  apply  to  all  the  fundamental  rules  as  well  as  to 
Addition,  and  will  prove  of  greater  value  in  Subtraction  and 
Division  than  in  Addition  and  Multiplication.     See  §  14. 

INTELLECTUAL  ARITHMETIC.     See  §  13. 

ComMnations  —  Brief  but  rapid  exercises  will  serve  as 
awakenets  if  sprung  suddenly  upon  a  listless  class. 

§  43.    GEOGRAPHY. 

Map-Drawing. —  In  addition  to  instructions  given  upon  the 
subject  of  map-drawing  for  other  and  lower  grades,  (see  §  39) 
the  following  suggestions  are  valuable  : 


Graded  Course  of  Instruction,  7 1 

Select  a  County  or  State  having  regular  outlines.  Select  a 
scale  with  some  convenient  unit  of  measure.  After  determin- 
ing the  position  of  the  cardinal  points,  draw  dotted  lines  at 
right  angles  to  each  other,  one  representing  the  central  merid- 
ian, the  other  the  central  parallel.  Apply  the  scale  to  the 
meridian  as  many  times  as  the  distance  represented  by  it  is 
contained  in  the  distance  between  the  north  and  south  points 
of  the  country  to  be  drawn.  Through  the  points  of  division, 
draw  dotted  lines  at  right  angles  to  the  meridian,  which  will 
represent  parallels  of  latitude.  Apply  in  like  manner  to  the 
central  parallel,  such  part  of  the  scale  as  a  degree  of  longitude 
is  of  a  degree  of  latitude.  Through  the  points  of  division 
draw  dotted  lines  at  right  angles  to  the  parallel.  These  will 
represent  meridians.  Designate  the  parallels  and  meridians 
by  numbers  expressing  the  position  of  points  or  places  through 
which  they  pass,  learned  from  an  atlas. 

The  frame  of  the  map  being  complete,  represent  by  dots 
the  prominent  points  of  the  boundary,  the  latitude  and  longi- 
tude of  which  have  been  previously  learned.  Having  fixed 
in  the  mind  the  nature  and  direction  of  the  boundary  line,  it 
should  be  drawn  wholly  from  memory.  The  boundary  com- 
pleted, the  most  prominent  natural  features  should  be  repre- 
sented. 

The  pupil  now  has  before  him  a  map  of  his  own  construc- 
tion, in  which  he  can  not  fail  to  be  interested. 

Teachers  will  find  other  methods  equally  valuable  and  per- 
haps better  in  their  hands  than  this.  The  methods  of  triangu- 
lation,  and  of  drawing  by  a  fixed  scale,  taking  some  known 
dimension  of  State  or  Country  as  the  basis,  are  very  valuable. 

WRITING. 

DRAWING. 

§  44.      MISCELLANEOUS. 

Kinds  and  Properties  of  Matter. —  Define  and  illustrate 
the  three  general  classes  of  matter;  solids,  liquids  and  gases. 
Define  and  illustrate  their  essential  properties  ;  extension,  im- 


72  Public  Schools. 

penetrability,  weight  or  gravity,  and  divisibility.  A  few  other 
prominent  properties  of  matter,  such  as  elasticity,  malleability, 
ductility,  etc.,  should  be  illustrated.  Inertia  should  be  quite 
fully  discussed  and  its  laws  thoroughly  understood. 

Metals  and  Metallic  Ores. — Which  are  the  precious  metals  ? 
Which  are  the  most  useful  of  the  metals?  Which  the 
heaviest  ?     Which  is  a  fluid '? 

Object  lessons  on  iron,  zinc,  tin,  copper,  lead,  mercury, 
silver,  gold ;  on  steel,  brass,  pewter,  etc. 

Methods  of  smelting  ores  may  be  briefly  explained,  and  the 
localities  from  which  metals  are  obtained  should  be  pointed 
out  upon  the  map. 

Spherical  and  Rectangular  Solids. —  These  may  embrace 
the  sphere,  the  cylinder  and  the  cone  ;  the  prism,  the  pyra- 
mid, the  cube,  and  the  parallelepiped.  Further  than  these 
there  seems  but  little  necessity  for  carrying  the  exercise  until 
Geometry  is  studied  as  a  science.     See  §  18. 

PHYSICAL  EXERCTSES.    See  §  3. 

MORALS  AND  MANNERS.    See  §  4. 


Graded  Course  of  Insti'uction.  73 


THIRD  GRADE. 


Language  and  Vocal  Culture. — Fifth  Reader,  first  half,  and  half  of 
Introduction.  Phonic  analysis.  Orthography  and  etymology  in  gram- 
mar. Spelling — Oral  and  written,  from  Speller,  with  abbreviations  of 
words  abbreviated.     Declamations  and  recitations.     Musir — reading. 

Numhars  — Rudiments  of  Arithmetic  completed ;  Intellectual  Arith- 
metic ;  rapid  combinations. 

Geogi'aphy. — Geography,  through  United  States. 

Writing  ami  Drawing. — Writing  in  copy-books  and  writing  speller. 
Drawing  from  cards. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.     Air  and  water.    Laws  of  motion. 

PROGRAMME. 

Two  Classes  —  Eight  Class  Exercises  —  Four  General  Exercises. 

§  45.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.     See  §  9. 

The  Historical  Sketches  of  authors,  or  of  characters  pre- 
sented for  study,  should  be  made  a  part  of  the  exercises  in  this 
and  in  succeeding  grades.  It  is  not  desirable  in  these  sketches, 
that  all  the  points  touched  by  historians  be  brought  out. 
In  the  sketches  given  of  individuals,  let  the  following  points 
be  made  prominent: — When  and  where  born,  early  advanta- 
ges and  how  improved,  early  trials  and  how  overcome,  one  or 
two  anecdotes  of  early  history  that  had  a  marked  bearing  upon 
the  life  of  the  man,  what  noteworthy  acts  have  rendered  the 
character  famous?  what  traits  of  character  are  Avorthy  of  our 
imitation?  where  and  when  did  they  die? 

Under  the  head  of  early  advantages  or  early  trials,  will 
come  the  home  influences,  the  school  privileges  and  the  asso- 
ciates of  the  child.  Such  facts  should  be  gathered  as  would 
naturally  interest  children,  and  awaken  just  enough  curiosity 
to  lead  tlie  child  to  seek  for  further  information  in  the  histo- 
ries within  his  reach.     Tlie  child  sliould  be  made  to  feel  that 


74  Public  Schools. 

the  individual,  whose  character  he  studies,  had  a  real  and  a 
human  existence ;  that  he  was  like  men  now-a-days  in  many, 
if  not  in  all  respects,  and  that  a  reproduction  of  the  same  char- 
acter, though  living  in  different  times,  and  of  course  doing 
different  things,  is  possible.  There  are  boys  living  who  will 
bear  the  same  relation  to  the  times  in  which  they  live,  as  did 
Columbus,  Cortez,  Washington  or  Franklin  to  the  times  in 
which  they  lived.  They  will  not  do  the  same  things,  but  they 
may  do  things  as  important.     See  §  18. 

SPELLING.    See  §  10. 

ABBREVIATIONS. 

DEFINITIONS. 

PHONIC  ANALYSIS.     See  §  37. 

Graynmar . — The  instruction  given  in  the  previous  grade 
may  be  very  profitably  extended  here,  still  keeping  Practice 
ahead  of  Theory.  Other  words  than  those  given  in  the  text-book 
should  be  declined,  conjugated  or  compared,  that  the  pupil 
]nay  acquire  facility  in  the  use  of  language.  It  is  well  in  all 
conjugation  of  verbs,  to  construct  a  simple  sentence,  as, 

"  latn  at  school." 

"  Thou  art  at  school,"  etc. 

"  /  have  v)ritten  my  lesson.'' 

"  Thou  hast  loritten  thy  lesson,"  etc. 

DECLAMATIONS  AND  RECITATIONS.    See  §  13. 

Music. — Instruction  given  by  Music  Teacher. 

§  46.    NUMBERS. 

WRITTEN  ARITHMETIC.    See  §  14. 

INTELLECTUAL  ARITHMETIC.    See  §  13. 

COMBINATIONS. 

§  47.    GEOGRAPHY. 

Illustrations  should  be  constantly  given  with  the  globe,  in 
connection  with  the  recitations  from  the  text-book,  and  no 


Graded  Course  of  Instruction.  75 

definition  should  be  passed  by  till  the  teacher  has  satisfactory 
evidence  that  the  pupils  understand  clearly  the  object  de- 
scribed. 

MAP  DRAWING. 

WRITING. 

DRAWING. 

§  48.    MISCELLANEOUS. 

Air  and  Water. — Component  elements  of  air;  of  water. 
Proportion  of  oxygen  and  nitrogen  in  the  air.  Relation  of 
oxygen  to  life  ;  to  combustion  ;  most  abundant  of  all  known 
substances.  Properties  of  nitrogen ;  of  hydrogen  ;  weight  of 
hydrogen. 

Four  or  more  lessons  on  the  common  properties  and  uses  of 
water.     Hard  and  soft  water;  water  of  the  ocean,  etc. 

Simple  experiments,  illustrating  the  pressure  of  the  air,  may 
be  performed  in  the  presence  of  the  class.  Fill  a  tumbler 
perfectly  full  of  water,  place  over  its  top  a  piece  of  writing 
paper,  larger  than  the  top  of  the  tumbler,  and  then  pressing 
down  the  palm  of  the  hand  upon  the  paper,  raise  and  invert 
the  tumbler  and  remove  the  hand;  the  pressure  of  the  air  up- 
ward will  prevent  the  water  from  falling  out.  Take  a  quarter 
of  a  dollai',  or  any  metal  of  like  shape,  cut  a  piece  of  paper 
of  the  same  size,  and  holding  them  apart  from  each  other 
drop  them  to  the  floor,  the  metal  will  fall  quickest;  but  place 
the  paper  exactly  upon  the  metal  and  let  them  drop,  they  will 
fall  in  the  same  time,  the  money  having  removed  the  pressure 
of  the  air  from  beneath  the  paper.  A  glass  tube  may  be 
placed  in  water  and  the  mouth  applied  to  the  upper  end,  by 
drawing  in  the  air  the  water  will  rise,  owing  to  the  down- 
ward pressure  of  the  air  upon  the  water  outside  the  tube. 
Take  a  bent  tube,  fill  it  with  water,  and  close  one  end  with 
the  thumb  while  the  effort  is  made  to  draw  up  the  water  at 
the  otiier  end,  and  the  effort  will  prove  futile  until  the  tliumb 
be  removed.  Insert  an  open  tube  in  a  vessel  of  water,  and 
closing  the  upper  end  with  the  thumb,  remove  the  tube,  and 
tLie  water  will  remain  in  the  tube. 


76  Public  Schools. 

Laws  of  Motion. — Attention  should  be  given  mainly  to  the 
laws  of  falling  bodies;  to  the  effects  produced  on  the  motion 
of  bodies  acted  upon  by  more  than  a  single  force;  to  the  cen- 
tripetal and  centrifugal  forces  ;  and  to  the  manifold  cases  of 
resultant  motion  found  in  all  cases  of  sailing  a  boat,  flying  a 
kite,  rowing,  flying,  swimming,  etc.,  etc.     See  §  18. 

PHYSICAL  EXERCISES.    See  §  3. 
MORALS  AND  MANNERS.      See    §  4. 


SECOND  GRADE. 


Lrmguftge  and  Vocal  Culture. — Fifth  Reader  completed.  Phonic 
analysis.  Declamations  and  recitations.  SpslUng — Oral  and  written, 
from  Speller,  with  abbreviations  of  words  that  are  abbreviated.  Gram- 
onar — Syntax.     Written  abstracts.     Music. 

Numbers. — Arithmetic,  through  simple  interest  Intellectual  Arith- 
metic.    Forms  of  bills  and  receipts.    Rapid  combhiations. 

Oeograpliy  and  History. — Geography  to  Asia.  Map-drawing.  History 
to  J.  Q.  Adams'  Administration,  beginning  at  the  Revolution,  with 
lessons  on  the  Government  of  the  United  States. 

Writing  and  Draioing. — Writing  in  copybook  and  writing  speller. 
D  rawing  from  cards. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Phj^sical 
exercises  as  in  previous  grades.  Respiration,  circulation  and  digestion. 
City  Government  and  Officers. 

PROGRAMME. 

Two  Classes — Six  Class  Exercises— Four  General  Exercises.. 

§  49.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.     See  §9. 

In  this  grade  and  in  the  first  grade,  I  would  recommend  the 
occasional  practice  of  writing  out  the  reading  lesson  in  full,  and 
of  reading  the  same  from  the  manuscript.  The  manuscripts 
should  also  be  carefully  examined  as  to  chirography,  spelling. 


Graded  Course  of  InsU'uction.  77 

punctuation,  margin,  and  general  divisions  of  the  lesson  into 
paragraphs. 

SPELLING.     See  §  10. 

DEFINITIONS. 

ABBREVIATIONS. 

PHONIC  ANALYSIS.     See  §  37. 

Grammar. — Much  time  may  be  profitably  spent  in  correc- 
tion of  False  Syntax  and  in  the  application  of  rules  to  the 
corrections  made.  Pupils  may  be  encouraged  to  criticise  each 
other  in  a  proper  spirit. 

WRITTEN  ABSTRACTS.     See  §  19. 
DECLAMATIONS  AND  RECITATIONS.    See  §  12. 
Mu&ic. — Instruction  given  by  Music  Teacher. 

§  50.    NUMBERS. 

WRITTEN  ARITHMETIC.    See  §  13. 

The  principles  involved  in  Decimals  and  in  Compound 
Numbers  are  precisely  the  same,  so  far  as  fundamental  rules 
are  concerned,  as  those  previously  learned  in  Simple  Num- 
bers, and  as  this  grade  calls  for  a  review  of  what  has  been 
previously  leai'ned  in  great  measure,  it  is  a  good  plan  so  to 
connect  Simple  Numbers,  Compound  Numbers  and  Decimals, 
as  to  show  clearly  the  identity  of  principles.  A  thorough 
mastery  of  Decimals  will  be  of  great  service  in  Percentage, 
and  no  superficial  study  will  aid  in  the  end,  however  rapidly 
the  pupil  may  appear  to  advance  for  the  time  being. 

INTELLECTUAL  ARITHMETIC.    See  §  14. 
COMBINATIONS. 


78  Public  Schools. 

Forms  of  Bills  and  Receipts. — This  exercise  may  serve  as 
a  'Writing  exercise  and  as  an  exercise  in  Arithmetic^  the  pupil 
being  encouraged  to  draw  bills  that  shall  include  work  required 
in  simple  mercantile  transactions. 

§  51.    GEOGRAPHY  AND  HISTORY. 

Geography  and  Map  JDravnng.  —  I^essons  in  Geography- 
should  be  accompanied  by  brief  historical  sketches  of  important 
events  connected  with  the  different  countries,  and  by  some 
allusions  to  ancient  geography,  and  the  changes  through  which 
the  countries  have  passed  in  their  governments,  boundaries,  etc. 

One  of  the  most  common  faults  in  teaching  Geography,  is 
the  practice  of  requiring  pupils  to  learn  the  names  of  a  large 
number  of  unimportant  places,  the  exact  population  of  unim- 
portant cities,  etc.,  etc. 

One  of  the  best  modes  of  reciting  history,  geography,  etc., 
is  by  the  use  of  topics.  Thus,  in  geography,  a  pupil  passes  to 
an  outline  map,  drawn  on  the  blackboard,  with  a  set  of  topics 
in  his  hand,  as  boundaries,  rivers,  mountains,  climate,  surface, 
soil,  productions,  commerce,  etc.,  and  proceeds  to  describe  the 
country  assigned,  stating  all  he  recollects  under  each  topic. 
When  his  description  is  completed,  other  members  of  the 
class  are  called  on  for  corrections  and  additions,  and  the 
teacher  makes  such  suggestions  as  the  case  may  require. 
This  mode  of  reciting  by  topics  leaves  the  pupils  in  a  great 
degree  to  their  own  resources,  secures  a  more  thorough  and 
systematic  preparation  of  the  lessons,  and  furnishes  important 
aid  in  imparting  that  discipline  of  mind  which  is  more  valu- 
able than  knowledge.  It  will  be  found  particularly  adapted 
to  reviews.     See  §§  39,  43. 

History. — While  the  class  is  reciting  History  some  pupil 
should  stand  by  the  Outline  Map  and  point  out  to  the  class 
the  places  spoken  of. 

Care  should  be  taken  that  the  memory  of  the  child  be  not 
burdened  with  trilling  and  unimportant  facts.  The  leading 
points  should  be  seized  upon  and  their  relation  to  other  lead- 
ing facts  be  understood.    The  most  prominent  points  in  United 


Graded  Course  of  Instruction.  79 

States  history  should  be  associated  with  dates.  In  regard  to 
others,  it  matters  but  little  whether  the  exact  date  be  remem- 
bered. 

Government  of  the  United  States. — The  text  book  adopted 
by  the  Board  bearing  upon  the  duties  and  rights  of  citizens 
needs  no  comment.  Such  portions  of  it  as  pertain  exclusively 
to  the  United  States  will  be  studied  in  this  grade. 

WRITING. 

DRAWING. 

§  52.     MISCELLANEOUS. 

Jies^nration,  Circulation,  and  Digestion.  —  Very  much 
instruction  upon  the  laws  of  hygiene  should  be  given  at  all 
times  throughout  the  entire  course.  Here,  as  elsewhere, 
attention  should  be  paid  to  the  posture  of  children,  to  their 
cleanliness,  to  their  habits  of  dress,  of  eating  and  of  sleeping. 
But  in  this  grade  special  attention  should  be  given  to  the 
organs  o^  Respiration,  Circulation  and  Digestion  ;  the  lungs, 
the  heart,  the  stomach,  and  the  following  more  specific  topics  ; 
mastication,  the  teeth,  saliva,  digestion,  chyme,  chyle,  nutri- 
tion, the  blood,  blood-vessels,  structure  and  office  of  the  heart, 
circulation  of  the  blood  through  the  system,  impurities,  waste 
of  the  system,  how  repaired,  proper  and  improper  food,  eating 
too  much,  too  last,  too  often,  late  in  the  evening,  irregularity 
of  meals,  dyspepsia,  alcoholic  drinks. 

Structure  and  office  of  the  lungs,  respiration,  capacity  of  the 
lungs,  exercises  for  their  healthy  development,  obstructed 
action,  dangerous  habits  of  bending  over  desks,  process  of 
purifying  the  blood,  different  colors ;  carbonic  acid  of  the 
breath,  how  formed,  amount,  composition  of  carbonic  acid, 
weight,  relation  to  life,  experiment  of  a  lighted  candle  in  air 
that  has  been  held  in  the  lungs  a  few  seconds,  carbonic  acid  in 
wells,  burning  charcoal  in  a  close  room,  carbonic  acid  in  the 
stomach,  soda  fountains,  raising  bread,  ventilation,  inhalation 
of  gas  and  its  deleterious  effects. 

City  Government  and  its  Officers. —  This  topic  embraces 
only  our  own  city,  and  yet  in  connection  with  the  text-book 


8o  Public  Schools. 

required  in  this  grade  touching  upon  citizen's  duties  and 
privileges,  it  may  be  extended  somewhat  beyond  its  design. 
See  §  IS. 

PHYSICAL  EXERCISES.    See  §  3. 
MORALS  AND  MANNERS.    See  S  4. 


FIRST  GRADE. 

OUTLINE. 

Language  and  Vocal  Culture. — Selections  from  Fifth  Reader  and  other 
text-books.  Phonic  Analysis.  Declamations  and  recitations.  Spelling — 
Oral  and  written,  from  the  Speller.  Grammar — Analysis  and  parsing 
selections  from  Reader,  with  review.     Epistolary  composition.     Music. 

If  umbers. — Arithmetic  completed.  Intellectual  Arithmetic.  Rapid 
combinations.     Forms  of  drafts,  bills,  promissory  notes,  checks,  etc. 

Oeography  and  History. — Geography  completed.  Map-drawing.  His- 
tory completed  and  reviewed,  except  early  settlements  and  colonial 
wars. 

Writing  and  Draioing. — Writing  in  copy-books,  and  in  writing  spel- 
ler.   Drawing  from  cards. 

3fiseellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.     Meteorology.    Popular  astronomy. 

PROGRAMME. 

0)ie  Class  ;  if  the  class  be  large  it  may  with  propriety  be  separated  into 
two  sections,  that  the  teacher'' s  time  may  be  fully  employed  and  yet  the  class 
have  opportunity  for  study. — Four  Class  Exercises. — Four  General  Exercises 
or  Eight  Class  Exercises  iftliere  be  but  one  class. 

§  54.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.     See  §  9. 

Spelling. —  Special  attention  should  be  given  to  the  analysis 
of  derivative  and  of  compound  words,  with  the  meaning  and 
use  of  the  more  common  prefixes  and  suifixes.  A  few  rules  of 
spelling  should  be  taught,  and  their  application  illustrated  by 
familiar  examples.     See  §  10. 

DEFINITIONS. 
PHONIC  ANALYSIS.    See  §  37. 


Graded  Course  of  Instruction.  8i 

Graininar. —  At  least  half  the  time  appropriated  to  gram- 
mar in  the  first  grade,  should  be  spent  in  parsing  and  analyz- 
ing select  pieces  from  Milton,  Pope,  and  other  authors, 
embracing  the  different  varieties  of  style.  The  extracts 
required  for  this  purpose  may  be  selected  from  the  reading 
book. 

No  exercise  should  be  regarded  as  complete  and  satisfi.xc- 
tory  that  does  not  analyze  the  thought  as  well  as  the  language 
of  the  writer. 

Pupils  of  this  grade  should  receive  special  instruction  in 
letter  writing,  including  the  foim  and  manner  of  beginning 
and  ending,  with  the  date ;  paragraphs ;  dividing  between 
syllables  at  the  end  of  the  line  ;  margin  ;  folding;  suijer-scrip- 
tion;  sealing,  etc. 

Music. —  Instruction  given  by  Music  Teacher. 

g  54.    NUMBERS. 
WRITTEX  ARITHMETIC.     See  §  13. 

A  very  careful  review  of  the  arithmetic,  so  far  as  its  more 
practical  portions  are  concerned,  should  be  given. 

IXTELLECTUAL  ARITHMETIC.     See  g  14. 

COMBIXATIOXS. 

FORMS.     See  §  50. 

g  55      GEOGRAPHY  AXD  HISTORY.    See  g§  39,  43. 

WRITIXG. 

DRAWING. 

§  56.     MISCELLAXEOUS. 

Meteorologij. —  Six  or  more  oral  lessons  on  winds,  clouds, 
fogs,  dew,  frost,  moisture  settling  on  a  vessel  of  cold  water  in 
a  warm  room,  rain,  snow,  hail,  ice. 
6 


82  Public  Schools. 

Popular  Astronotny. —  Ten  or  more  elementary  lessons. 
The  earth  —  its  size  and  motions.  Change  of  seasons  —  how 
caused  ;  difference  in  the  length  of  days  and  nights  at  different 
seasons  of  the  year;  length  of  the  longest  day  at  the  equator; 
at  the  tropics ;  at  the  polar  circles ;  at  the  poles.  Tides. 
Solar  system.  The  sun — its  office,  distance,  magnitude,  spots. 
The  moon  —  its  size,  distance,  telescopic  appearance,  different 
phases.  Eclipse  of  the  moon,  of  the  sun,  Name  the  planets 
in  their  order,  relative  size,  satellites  ;  rings  of  Saturn.  Morn- 
ing and  evening  stars.     Comets.     Fixed  stars. 

Teach  the  pupils  to  point  out,  in  a  clear  night,  five  or  more 
conspicuous  constellations ;  five  or  more  stars  of  the  first  or 
second  magnitude ;  all  the  larger  j^lanets  that  are  above  the 
horizon.     See  §  18. 

PHYSICAL  EXERCISES.    See  §  3. 
MORALS  AND  MANNERS.    See  S  4. 


Graded  Course  of  Instruction.  S3 


HIGH  SCHOOL  CLASS. 


Langunrjennd  Vocal  Culture. — Sixth  Reader.  Phonic  Analysis.  Decla- 
mations and  recitations.  Spdliivj — Oral  and  written,  from  all  the  text- 
books. Rhetorical  and  gi'amuiatical  analysis.  Composition  writing. 
Music. 

Numbers. — Arithmetic,  Philosophy  of;  Algebra  to  Quadratics  ;  Intel- 
lectual Arithmetic. 

Qeography  and  History. — Physical  Geography.  Outlines  of  General 
History,  with  Early  Settlements  of  United  States  and  Colonial  Wars. 
National  and  State  Governments. 

Writing  and  Drawing. — Writing  in  copy-book  and  in  writing  speller. 
Drawing  from  cards. 

Physiology — Elementary. 

Miscellaneous. — Morals  and  manners  as  in  previous  grades.  Physical 
exercises  as  in  previous  grades.  Elements  of  Philosopliy  (sound,  light, 
heat,  electricity  and  magnetism).     Geology,  elements  of. 

PROGRAMME. 

Same  as  for  First  Orcule  Class. 

§  57.    LANGUAGE  AND  VOCAL  CULTURE. 

READING.    See  §  9. 

SPELLING.    See  §  10. 

DEFINITIONS. 

PHONIC  ANALYSIS.    See  §  37. 

RHETORICAL  AND  GRAMMATICAL  ANALYSIS. 

Composition  Writinf).  See  §  11.  And  yet  this  grade 
should  cover  more  than  is  intended  in  the  other  grades.  The 
l^iipil's  general  knowledge,  and  his  specific  knowledge  of 
Grammatical  Analysis,  will  enable  him  to  take  up  topics 
outside  of  his  text-book  studies  and  to  treat  them  originally. 
His  compositions  should  now  become  essays,  and  he  should 
be  called  upon  to  read  them  before  his  class. 

Music. —  Instruction  given  by  Music  Teacher. 


84  Public  Schools. 

§  58.     NUMBERS. 

Algebra. —  This  introduces  new  matter  to  the  pupil,  and 
matter  exceedingly  dry,  unless  seasoned  with  the  life  and  tact 
of  the  teacher. 

Arithmetic. — What  is  gained  in  a  general  way  from  the 
study  of  Algebra  may  be  practically  applied  to  a  review  of 
Arithmetic,  and  the  pupil,  by  a  general  solution  of  algebraic 
problems,  may  form  his  own  rules  for  solving  the  same 
arithmetically. 

Intellectual  Arithmetic. —  All  problems  presented  in  Algebra 
and  Arithmetic   should  be  solved  as  far  as  possible  mentally. 

§  59.     GEOGRAPHY  AND  HISTORY.    See  §  51. 

Physical  Geography. — While  this  subject  is  treated  of  sep- 
arately, it  still  may  be  very  profitably  associated  with  Political 
Geography,  and  the  latter  may  be  reviewed  while  the  former 
is  studied. 

National  and  State  Governments. —  The  text-book  used  in 
the  Second  Grade  will  be  completed  and  reviewed  in  this. 

PHYSIOLOGY. 

WRITING. 

DRAWING. 

§G0.    MISCELLANEOUS. 

Sound.  —  How  produced.  Illustrate  by  a  stretched  cord  or 
some  other  vibrating  body.  Action  on  the  ear.  High  and 
low  sounds  —  how  produced.  Relation  of  the  air  to  sound. 
Velocity  of  sound.  The  human  voice.  Varieties  of  the 
human  voice.  Name  twenty  different  kinds  of  sounds. 
Echoes ;  whispering  gallery ;  ear-trumpet.  Musical  instru- 
ments ;  bells. 

Light. — Luminous  bodies.  Velocity  of  light.  Difference 
between  the  light  of  the  sun  and  that  of  the  moon.  Laws  of 
reflection ;  mirrors.     Refraction  ;   experiment  with  a  piece  of 


Graded  Course  of  Instruction.  85 

money  in  a  bowl  of  water.  Action  of  the  microscope  and 
tflescope.  Solar  spectrum ;  rainbow.  Structure  and  action 
of  the  eye.  Danger  of  injuring  the  eyes  from  excessive  use; 
from  imprudent  exposure  to  light ;  from  reading  in  twilight ; 
from  reading  fine  print.  Danger  of  allowing  young  chihlren 
to  look  steadily  at  a  light.  Average  distance  at  whicli  a  book 
should  be  held  from  the  eye  ;  effect  of  holding  a  book  too  near 
the  eye.  How  cats  and  other  animals  see  in  the  night.  Cause 
of  color.     Twilight. 

Heat.  —  In  expanding  the  following  topics,  explain  and 
apply  the  principles,  and  illustrate  them  as  far  as  practicable. 
Sources  of  heat ;  sensations  of  heat  and  cold;  burning-glasses; 
good  and  poor  conductors  ;  different  kinds  of  clothing ;  double 
windows ;  ice  houses ;  use  of  a  fan  ;  protection  of  the  ground 
by  snow.  Contraction  and  expansion  ;  putting  tire  on  a  wheel ; 
fire  balloons  ;  thermometer;  glass  cracked  by  hot  water  ;  why 
clocks  go  faster  in  cold  weather  than  in  warm ;  how  to  regulate 
a  pendulum  clock  when  it  gains  or  loses  time  ;  freezing  water ; 
heat  absorbed  by  change  fiom  solid  to  liquid  state,  and  from 
liquid  to  gaseous;  freezing  mixture  of  salt  and  ice;  cooling  a 
heated  room  by  sprinkling  water  on  the  floor.  Boiling  water  ; 
how  the  force  of  steam  is  produced.  Flame  —  how  produced. 
Carbon.  Flame  of  a  candle — why  no  combustion  in  the  cen- 
tre; wick  —  why  not  consumed  ;  use  of  circular  wick  in  astral 
and  solar  lamps ;  use  of  glass  chimney ;  of  small  hole  in  top 
of  lamp ;  gas  used  in  lighting  buildings  ;  use  of  a  blower  in 
"kindling  a  fire;  action  of  a  common  chimney;  proper  con- 
struction ;  advantages  of  stoves  as  comj^ared  with  open  fire- 
places, disadvantages. 

Electricity  and  Magnetism.  —  Illustrate  the  production  of 
electricity,  and  properties  of  attraction  and  re^iulsion,  by  a 
rubber  ruler  rubbed  briskly  Avith  a  piece  of  woolen  cloth. 
Conductors  and  non-conductors  ;  lightning  and  lightning  con- 
ductors ;  Franklin's  kite. 

Properties  of  the  magnet.  Magnetic  needle,  mariner's  com- 
pass, horseshoe  magnet,  telegraph. 

XJjion  these  topics  what  is  needed  i'',  to  call  tlie  attention  of 
the  pupil  to  the  phenomena  of  nature,  and  to  draw  the  lessons 


86  Public  Schools. 

from  these  rather  than  from  any  scientific  treatise.  In  the 
matter  of  electricity,  the  flying  apart  of  the  hair  when  combed 
briskly  in  cold  weather,  the  effect  of  water  in  making  it  smooth, 
the  effects  of  strokes  of  lightning  upon  objects  that  the  children 
have  seen;  and  in  magnetism,  the  use  of  the  magnetic  tack 
hammer,  the  effect  of  a  magnet  as  shown  upon  a  little  pocket 
compass,  etc.,  etc,  will  interest  and  profit  the  pupils  more  than 
merely  scientific  treatises.  What  is  do7ie,  is  first  to  be  learned. 
The  theories  regarding  the  methods  may  be  neglected  until  the 
science  is  studied  more  fully. 

Geology.  —  Five  or  more  oral  lessons  on  the  geological  for- 
mation of  the  United  States ;  coal  fields ;  mineral  ores  ; 
geology  of  Illinois;  fossiliferous  rocks. 

PHYSICAL  EXERCISES.    See  §  3. 

MORALS  AXD  MANNERS.    See  §  4. 


Graded  Course  of  Instruction. 


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APPENDIX. 


TEXT  BOOKS  USED  IN  THE  HIGH  SCHOOL. 

GENERAL    DEPARTMENT. 

1.  Preparatory    Studies    reviewed,    using    the     text    books 

autliorized  in  the  District  Schools. 

2.  Warren's  Physical  Geography. 

3.  Universal  History. 

4.  Ancient  Geography,  in  connection  with  History. 

5.  Ray's  Higher  Arithmetic. 

6.  Robinson's  University  Algebra. 

7.  Davies'  Legendre. 

8.  Plane  and  Spherical  Trigonometry. 

9.  Mensuration. 

10.  Gillespie's  Surveying. 

11.  Navigation. 

12.  Hanaford  tfc  Payson's  Elementary  Book-keeping. 

13.  Gray's  Botany, 

14.  Elementary  Astronomy  and  Colbert's  Astronomy. 

15.  Physiology. 

16.  D.  A.  Wells'  Natural  Philosophy. 

17.  Rolfe  &  Gdlet's  Chemistry. 

18.  Geology  (Hitchcock's)  and  Mineralogy. 

19.  Coppee's  Rhetoric. 

20.  Wayland's  Political  Economy. 

21.  Townsend's  Analysis  of  Civil  Government. 

22.  Haven's  Mental  Philosophy. 

23.  Etymology. 


92  Public  Schools. 

24.  Cleveland's  English  Literature. 

25.  Analytical  Sixth  Reader. 

26.  Drawing. 

27.  Vocal  Music;  Song  Garden,  Third  Book. 

28.  Woodbury's  German  Series, 

29.  Schiller's  William  Tell,  and  Schiller's  Maria  Stuart. 

30.  Fasquelle's  French  Course. 

31.  Chapsal's  Literature  Fran9aise. 

32.  Goethe's  Egmont. 

33.  Campbell's  New  German  Course. 

CLASSICAL    DEPARTMENT. 

Nos.  1,  2,  3,  4,  5,  6,  7,  15,  16,  24,  25,  26,  27. 

Allen's  Latin  Grammar. 

Allen's  Latin  Reader. 

Arnold's  Latin  Prose  Composition. 

Hanson's  Latin  Prose. 

Bovven's  Virgil. 

Andrews'  Latin  Lexicon. 

Anthon's  Classical  Dictionary. 

Crosby's  Greek  Grammar. 

Crosby's  Greek  Lessons. 

Arnold's  Greek  Prose  Composition. 

Felton's  Greek  Reader. 

Boise's  Xenophon's  Anabasis. 

Owen's  Homer's  Iliad. 

Liddell  &  Scott's  Greek  Lexicon. 


Appendix.  93 


TEXT  BOOKS  USED  IX  THE   DISTRICT    SCHOOLS. 

Analytical  Series  of  Readers. 
Analytical  Speller. 

Seavey's  Goodrich's  History  of  the  United  States. 
Greene's  Introduction  to  Grammar. 
Kerl's  Common  School  Gi'ammar. 
AVarren's  Common  School  Geography. 
Mitchell's  Primary  Geography. 
Robinson's  Practical  Progressive  Arithmetic. 
Walton's  Primary  and  Intellectual  Arithmetics. 
Payson,  Dunton  &  Scribner's  Writing  Books. 
Webb's  Charts. 

Philbrick's  Primary  School  Tablets. 
Webster's  Primary  Dictionary. 
Warren's  Physical  Geography. 
Cutter's  Physiology. 
Robinson's  Elementary  Algebra. 
Anderson's  Outlines  of  General  History. 
Alden's  Citizen's  Manual. 
Bartholomew's  Drawing  Books. 
Song  Garden,  First  and  Second  Books. 
Blackman's  Graded  Songs,  Xos.  1,  2  and  3. 
Movable   Cards  with  Words  and  Letters  for  the  use  of 
the  Tenth  Grade. 

•  Dictionaries. — Webster's  and  Worcester's  Quarto  Diction- 
aries shall  be  used  as  authority  in  Definitions,  and  Webster's 
Dictionary  as  authority  in  Orthography  and  Punctuation  ;  but 
the  orthography  of  any  scholar,  in  exercises  of  composition, 
shall  not  be  deemed  incorrect  if  in  accordance  with  either 
Webster  or  Worcester. 


94  Public  Schools. 


REFERENCE  BOOKS. 

The  foUovnng  Books  are  recommended  to  teachers  for  their 
careful  study  : 

Page's  Theory  and  Practice  of  Teaching. 

My  Schools  and  School  Masters,  by  Hugh  Miller. 

Welch's  Object  Lessons. 

Calkins'  Object  Lessons. 

Barnard's  Object  Teaching. 

Sheldon's  Object  Lessons. 

Mayo's  Lessons  on  Objects. 

Northend's  Teacher  and  Parent. 

Fireside  Philosophy. 

Youmans'  Household  Science. 

Herbert  Spencer's  Works. 

Holbrook's  Normal  Methods. 

Barnard's  American  Journal  of  Education. 

History  and  Progress  of  Education. 

Willson's  Manual  of  Listruction. 

Walton's  Tablets  and  Key. 

Northend's  Teacher  and  Assistant. 

Hazen's  Professions  and  Trades. 

Wells'  Science  of  Common  Things. 

Manual  of  Elementary  Instruction. 

Model  Lessons  on  Objects. 

Reason  Why. 

Wickersham's  School  Economy. 

These  books  can  he  found  in  the  Teachers''  Reference  Libra- 
ry at  the  office  of  the  Board  of  Education,  and  may  be  con- 
sulted there. 


Appendix.  95 


TEXT  BOOKS  FOR  TEACHERS  ONLY. 

Tenth  Grade.  —  Teacher  needs  a  Speller,  and  will  use  mono- 
syllabic words  in  exercises  1-11,  23,  24,  72,  73  and  74. 
Song  Garden,  First  Book,  for  rote  singing.  Blacknian's 
Graded  Songs  No.  1,  to  page  14. 

Kinth  Grade.  —  Speller,  and  will  use  monosyllabic  words  in 
exercises  12-20,  26-31,  35,  40,  71,  113.  Song  Garden, 
First  Book.  Blackman's  Graded  Songs  No.  1,  com- 
pleted. 

Eighth  Grade.  —  Speller,  simple  words  in  exercises  86,  90, 
95,  96,  109,  162,  163,  166,  168  and  180.  Song  Garden, 
First  Book.  Blackman's  Graded  Songs  No.  2,  to  page 
25.     Primary  Arithmetic  to  fit  grade. 

Seventh  Grade.  —  Song  Garden,  First  Book.  Blackman's 
Graded  Songs  No.  2,  completed,  and  No.  3  to  page  39. 


96  Public  Schools. 


TEXT  BOOKS  USED  IN  EACH  GRADE. 


TENTH    GRADE. 


Webb's  Cards,  Nos.  1,  2,  3,  4,  5,  6,  7  and  8. 

Philbrick's  Primary  School  Tablets,  Nos.  1,  2,  3,  4  and  9. 


NINTH    GRADE. 


Webb's  Cards,  reviewed, 
Philbrick's  Tablets,  Nos.  15  and  16. 
Analytical  First  Reader. 


EIGHTH    GRADE. 

Analytical  Second  Reader. 
Graded  Songs  No.  2,  to  page  15. 

SEVENTH  GRADE. 

Analytical  Third  Reader.  First  half,  with  half  of  the 
Introduction. 

Analytical  Speller  —  Sections  22,  25,  32-34,  36-39,  44-49, 
81-83,  155-161,  164,  165,  167. 

Walton's  Primary  Arithmetic,  to  page  50. 

SIXTH    GRADE. 

Analytical  Third  Reader,  completed. 

Analytical  Speller  —  Sections  41-43,  50-70,  84,  88,-  98,  102, 
103,  169,  170. 

Primary  Aritlimetic,  completed. 

Blackman's  Graded  Songs  No.  2,  completed,  and  No.  3,  to 
page  39. 

Writing  Book — Payson,  Diinton  &,  Scribner's. 


Appendix.  97 


FIFTH    GRADE. 

Analytical  Fourth  Reader  to  page  152,  with  half  of  Intro- 
duction. 

Analytical  Speller  — Sections  7G-79,  97-105,  107,  111,112, 
197-203,  231-235,  261,  262. 

Blackman's  Graded  Songs,  No.  3. 

Mitchell's  Primary  Geography  to  page  53. 

Writing  Book — Payson,  Daaton  &  Scribner's. 

Walton's  Intellectual  Arithmetic,  from  page  22  to  page  48. 


FOURTH  GRADE. 

Analytical  Fourth  Reader  completed. 

Analytical  Speller  — Sections  68,  89,  106-,  108,  171-179,  229, 
244-250,  263,  264. 

Song  Garden,  Second  Book. 

Robinson's  Rudiments  of  Arithmetic  to  Division  of  Frac- 
tions, page  94. 

Walton's  Intellectual  Arithmetic  from  page  48  to  page  90. 

Mitchell's  Primary  Geography  completed. 

Greene's  Introduction  to  Grammar,  to  page  54. 

Writing  Book — Payson,  Dunton  &  Scribner's. 

THIRD    GRADE. 

Analytical  Fifth  Reader  to  page  218,  with  half  of  the  Intro- 
duction. ' 
Greene's  Introduction  to  Grammar  to  page  131. 
Analytical  Speller  — Sections  67,  116-152,  240-243,  265-270. 
Song  Garden,  Second  Book. 
Robinson's  Rudiments  of  Arithmetic  completed. 
Walton's  Intellectual  Arithmetic  to  page  130. 
Warren's  Common  School  Geography  to  page  53. 
Writing  Book — Payson,  Dunton  &  Scribner's. 


98  Public  Schools. 


SECOND  GEADE, 

Analytical  Fifth  Reader  completed. 

Analytical  Speller,  Sections  75,  91-94,  181-196,  204-220. 

Song  Garden,  Second  Book. 

Greene's  Introduction  to  Grammar  to  page  189. 

Robinson's  Practical  Arithmetic  to  page  247. 

"Walton's  Intellectual  Arithmetic,  review  to  page  130. 

Warren's  Common  School  Geography  to  page  80. 

Seavey's  Goodrich's  U.S.  History  from  page  100  to  page  195. 

Alden's  Citizen's  Manual. 

Writing  Book — Payson,  Dunton  &  Scribner's. 

PIEST    GRADE. 

Analytical  Fifth  Reader,  Selections. 

Analytical    Speller,  Sections   87,   221-228,    230,    237-239, 
271-280. 

Greene's  Introduction  to  Grammar  completed. 
Song  Garden,  Second  Book. 
Robinson's  Practical  Arithmetic  completed. 
Walton's  Intellectual  Arithmetic  completed. 
Warren's  Common  School  Geography  completed. 
Seavey's  Goodrich's  History  from  page  95  through. 
Writing  Book — Payson,  Dunton  &  Scribner's. 

HIGH    SCHOOL    CLASS. 

Analytical  Sixth  Reader. 

Analytical  Speller,  Sections  153,  154,  215,  251-260,  281-308. 

Song  Garden,  Third  Book. 

Robinson's  Elementary  Algebra  to  Quadratics. 

Ray's  Higher  Arithmetic. 

Walton's  Intellectual  Arithmetic. 

Warren's  Physical  Geography. 

Seavey's  Goodrich's  History  from  beginning  to  page  100. 

Anderson's  Outlines  of  General  History. 

Alden's  Citizen's  Manual. 

Physiology. 

Writing  Book — Payson,  Dunton  &  Scribner's. 


FREE  GYMNASTICS. 


The  following  exercises  have  been  quite  thorouglily  tested 
in  one  of  our  largest  schools,  and  are  well  adapted  to  any 
grade  of  pupils. 

They  have  been  arranged  by  Miss  Emma  Hooke,  Head 
Assistant  of  the  Newberry  School,  who  acknowledges  herself 
indebted  to  the  excellent  Manual  prepared  by  Mr.  Mason,  of 
Boston,  for  part  of  the  series,  as  also  to  Mr.  Powers,  from 
whose  Gymnasium  she  graduated.  Teachers  who  desire  more 
complete  instructions,  will  find  Mr.  Mason's  Manual  just  what 
they  need. 

The  exercises  are  arranged  to  accompany  the  music  of  a 
Piano.  The  strain  played  should  consist  of  eight  measures. 
In  the  absence  of  an  instrument,  the  teacher  may  count  one, 
two,  etc.,  to  eight.  Part  of  the  series  may  be  omitted  at  times, 
if  desired. 

PREPARATION    FOR    EXERCISE. 

Sit  erect,  icith  hands  tocjether  upon  the  desk. 

EXERCISE. 

Teacher  counts  or  plays. 

One.         Sit  erect,  with  arms  folded. 

Two.        Throw  the  body  forward,  and  place  the  folded  arms 

upon  the  desk. 
Three.     Extend  both  arms  upon  desk,  parallel  to  eacli  other. 
Four.        Sit  erect  with  shoulders  thrown  back,  arms  hanging 

by  side. 
Five.        Rest  the  head  on  right  hand,  and  rest  right  elbow  on 

desk. 
Six.  Change  position  from  right  to  left  hand,  as  above. 

Seven.       Rest  head  upon  both  hands,  both  elbows  resting  u[ion 

the  desk. 
Fight.      Bring  hands    tightly  closed    to    the    chest  —  elbows 

thrown  back  as  far  as  possible. 


loo  Public  Schools. 


CHAISTGE. 

One.  Thrust  right  arm  forward  horizontally,  and  back  to 
position  eight,  opening  the  hand  as  it  is  thrust 
forward,  and  closing  it  upon  drawing  it  back. 

TviO.        Kepeat  one. 

Three.      Thrust  left  arm  as  above. 

Four.       Repeat  three. 

Five.        Thrust  arms  forward,  as  above,  alternately. 

Six.  Repeat  five. 

Seven.      Thrust  both  arms  forward,  as  above. 

Eight.      Repeat  seven. 

CHANGE. 

One.         Thrust  both  arms  forward    horizontally,  with    hand 

closed   and   thumbs   turned   downward.     Twist 

the  arm  half  round. 
Tioo.        Twist  hands  as  above. 
Three.      Repeat  two. 
Four.       Repeat  two. 
Five.        With  arms  held  horizontally  forward,  open  and  close 

hands. 
8ix.  Repeat  five. 

Seven.      Strike  hands  together  twice. 
Eight.      Strike  hands  together  once,  and  bring  hands  back  to 

chest,  closed,  as  in  eight  of  first  part. 


CHANGE. 

Repeat  thrusting,  twisting  and  clapping  hands  as  in  pre- 
vious part,  thrusting  in  perpendicular  instead  of  horizontal 
motions,  except  in  count  eight,  where  the  ends  of  the  fingers 
are  brought  together  with  the  hands  resting  upon  the  top  of 
the  head. 

CHANGE. 

One.         Extend  the  right  arm  out  at  an  angle  of  forty-five 

degrees,  and  return  to  head. 
Two.        Repeat  one. 
Three.      Extend  left  arm  as  above. 
Four.       Repeat  three. 
Five.        Alternate  right  and  left  arms,  as  above,  thrusting  left 

when  right  returns,  etc. 
Six.  Repeat  five. 

Seven.      Thrust  both  arms,  as  above. 
Eight.      Repeat   seven,  returning   tips    of  fingers  to   tips  of 

shoulders. 


Appendix.  loi 


CHANGE. 

One^  Tico^  Three,  Four.  Throw  the  shouldevs  back,  press  the 
elbows  firmly  upon  the  sides  and  extend  the  hands 
from  the  waist  alternately  fom*  times,  out  and 
back  to  the  shoulders. 

Five.        Bring  the  hands  tightly  closed  to  the  chest. 

Six.  Face  to  the  right. 

Seven.      Rise. 

Elgltt.      Face  to  the  front  ready  for  standing  exercises. 

CHANGE. 

One.  Thrust  right  hand  downward,   open  palm  outward, 

and  bring  it  back  to  chest  closed. 

Tiro.  Tvepeat  one. 

Three.  Thrust  left  hand  as  above. 

Four.  Repeat  three. 

Five.  Thrust  hands  alternately  as  above. 

Six.  Repeat  five. 

Seven.  Thrust  both  hands  together  as  above. 

Eight.  Repeat  seven. 

CHANGE. 

Repeat  same  movements  with  horizontal  thrusts  to  the  side 
instead  of  downward  thrusts. 

CHANGE. 

Repeat  movements  with  perpendicular  thrusts  as  above. 

CHANGE. 

Repeat  movements  with  horizontal  thrusts  forward. 

CHANGE. 

One.  Thrust  right  arm  downward  and  bring  back  to  the 

chest. 

Tv^o.  Thrust  left  as  above. 

Three.  Bring  the  hands  together  twice. 

Four.  Bring  the  hands  together  once  and  back  to  the  chest. 

Five.  Repeat  four,  throwing  hands  horizontally  to  side. 

Six.  Repeat  four,  thrusting  perpendicularly. 

Seveii.  Repeat  four,  thrusting  horizontally  forwards. 

Eight.  Bring  liands  to  the  hips. 


I02 


Public.  Schools. 


CHANGE. 

One.  Bend  body  to  the  right,  bending  at  the  hips. 

Ttoo.  Erect. 

Three.  Bend  body  to  the  left  as  in  one. 

Four.  Erect, 

Five.  Repeat  one. 

Six.  Repeat  two. 

Seven.  Repeat  three. 

Fight.  RejDeat  four. 

CHANGE. 

Bend  body  backwards  and  forwards  as  in  last  exercise. 


CHANGE. 

Incline  head  to  right  and  left  as  in  body  movements. 

CHANGE. 

Incline  head  forwards  and   backwards   as   above,  bringing 
hands  to  the  side  upon  last  count. 


CHANGE. 

One.  Elevate  right  shoulder  as  high  as  possible. 

Two.  Repeat  one. 

Three.  Elevate  lett  shoulder  as  above. 

Four.  Repeat  three. 

Five.  Elevate  right  and  left  alternately. 

Six.  Repeat. 

Seven.  Elevate  both  shoulders. 

Fight.  Repeat  seven  and  bring  hands  tightly  closed  to  the 
chest. 


CHANGE. 

One.         Thrust  the  right  arm  forward  horizontally,  bringing 

tlie  right  shoulder  as  far  forward   as  possible  at 

the  same  time. 
2wo.        Thrust  the  left  ai-ni  and  shoulder  forward  as  above, 

and  bring  right  shoulder  back  as  far  as  pos.-ible 

without  bending  the  arm. 

Continue  as   above  alternately  till   (Eight)   is  counted  and 
then  bring  hands  closed  to  the  chest. 


Appendix.  103 


CHANGE. 


One  and  Tv;o.  Keep  hands   upon    chest  and   raise  right 

elbow  as  high  as  possible  and  return. 
Three  and  F'our.      Raise  left  elbow  as  above. 
Five  and  Six.  Alternate. 

Seven  and  Eight.     Elevate  both,  as  above. 


CHANGE. 

Repeat  last  exercise  throwing  elbows  backward,  clasp  hands 
at  close  ujjon  the  chest  and  throw  palms  outwards. 

CHANGE. 

One.     Keep  liands  clasped,  palms  outwards  and  extend  arms 

horizontally    forwards,    rising     upon     tip-toe    at 

the  same  time  and   bringing  arms    back  while 

Tailing  upon  the  heels. 

Repeat  seven  times,  bringing  clasped   hands  over  the  head 

with  palms  upward  at  eighth  count. 

CHANGE. 

One.     Keep  hands  clasped,  palms  upward  and  extend  liands 
upward  as  tar  as  possible,   rising  upon    tip-toe 
at  the  same  time  and  bring  the  hands  downward 
while  falling  upon  the  heels. 
Repeat  seven  times  and  bring  the  hands  to  a  front  horizon-  ,     ^ 

tal  position  with  palms  outwards  at  eighth  count.  i—  'Q 

CHANGE.  I    "^4 

One.    Elevate  hands  to  vertical  position  while  rising  on  tip- 
toe, and  back  to  horizontal  position  while  falling  C^  "S" 
upon  heels. 
Repeat    seven    times    and    bring  hands  down    in  front  at            AC^^ 

eighth  count,  still  clasped.  -^ 

CHANGE. 


One.        Elevate  to  horizontal  position  and  back,  rising  upon 
tip-toe  and  falling  upon  heels. 

Repeat  seven  times,  and  drop  the  hands  at  side  at  eighth 
count. 


Wt^ 


Accession  Xuniber 

2841 


Shelf  Number 

F38qB  04c  1869 


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